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.
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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
Industrialism Presentations
Students must provide information on their assigned topic in a two minute presentation. The following information must be included in presentations.
Brief biographical information.
How did he/she make their money?
Did they maintain their money?
Conversion of wealth into a modern context. (Use conversion index on my e-board)
1-2 Academic sources.
Grades will be based on four categories: 1. Content 2. Clarity 3. Source 4. Opinion
Students must provide information on their assigned topic in a two minute presentation. The following information must be included in presentations.
Brief biographical information.
How did he/she make their money?
Did they maintain their money?
Conversion of wealth into a modern context. (Use conversion index on my e-board)
1-2 Academic sources.
Grades will be based on four categories: 1. Content 2. Clarity 3. Source 4. Opinion
Imperialism
- Write a “Yellow Journalism” style article about a topic in our school. Find a real article from the yellow journalist about the Spanish American War, and one covering a modern topic for comparison.
- Explain the events of the Panama Canal in a power point presentation.
- Russo-Japanese War- Create a chart that shows all sides of the issue.
- San Francisco School Board Incident: Summarize the events and provide an article with questions.
- Dollar Diplomacy- I will go over this in class.
- Imperialism under Wilson- Explain Woodrow Wilson’s take on Imperialism, his “moral” diplomacy. Judge his actions. Was he imperialistic in policy?
World War I : Individual
Chapter 19 WWI Projects
Essential question: What caused the US to become involved in WWI, and how did the United States change as a result of its involvement?
Section 1: From Neutrality to War
Section 2: The Home Front
Section 3: Wilson, War, and Peace
Section 4: Effects of War
Project: Students must summarize key points of each Section of Chapter 19 by creating a 1. Outline of notes 2. Presentation (tech) 3. An activity 4. Test Mr. Saunders/Jones will be conferencing and monitoring the groups to check progression. Each student must summarize Section 1-4 with a different method for each Section. Ex you can not make an art project for each section. You must use all 4 methods one time.
Methods:
1. Notes: Prepare the lecture notes using our textbook as a resource. Make sure to include all information that is important to understanding the Section. Let the Section objectives guide your notes.
2. Presentation: Create an image based presentation that goes with information in the Section. Poster, Powerpoints or Prezi are just some ideas. This most be uploaded and sent via tech even if it is handmade.
3. Art: Create an art project for a Section. Some ideas: War poster, map of battles, illustrated history.
4. Test questions: Create a mini-test and answer key for your section. Be sure to include various forms of questions, (Open ended, matching, true and false, short answer )
Good luck: Email your work when it is TOTALLY complete. Be sure to label the email subject with your class PERIOD.
World War I: Group
Chapter 19 WWI Projects
Essential question: What caused the US to become involved in WWI, and how did the United States change as a result of its involvement?
Section 1: From Neutrality to War
Section 2: The Home Front
Section 3: Wilson, War, and Peace
Section 4: Effects of War
Project: The class will be divided into 4 groups. Each group is assigned a section of Chapter 19. Example: Section 2 The home front. The group will be responsible for teaching their section to the class. Mr. Saunders/Jones/Blanken will be conferencing and monitoring the groups to check progression. Each student will be responsible for an individual job on the project.
Jobs:
Notes: Prepare the lecture notes using our textbook as a resource. Make sure to include all information that is important for the presentation. Be sure to use the Section objectives guide your lesson.
Presentation: Create an image based presentation that goes with information in the notes. Poster, handouts, Powerpoints or Prezi are just some ideas.
Activity: Create a closure activity for the class to do to ensure that they learned the material. Quiz, Kahoot etc.
Test questions: Create a mini-test and answer key for your section. Be sure to include various forms of questions, (Open ended, matching, true and false, short answer )
Presenter: The presenter will teach lesson and provide a warm up activity that goes along with the Section. (Graphic organizer )
Chapter 19 WWI Projects
Essential question: What caused the US to become involved in WWI, and how did the United States change as a result of its involvement?
Section 1: From Neutrality to War
Section 2: The Home Front
Section 3: Wilson, War, and Peace
Section 4: Effects of War
Project: The class will be divided into 4 groups. Each group is assigned a section of Chapter 19. Example: Section 2 The home front. The group will be responsible for teaching their section to the class. Mr. Saunders/Jones/Blanken will be conferencing and monitoring the groups to check progression. Each student will be responsible for an individual job on the project.
Jobs:
Notes: Prepare the lecture notes using our textbook as a resource. Make sure to include all information that is important for the presentation. Be sure to use the Section objectives guide your lesson.
Presentation: Create an image based presentation that goes with information in the notes. Poster, handouts, Powerpoints or Prezi are just some ideas.
Activity: Create a closure activity for the class to do to ensure that they learned the material. Quiz, Kahoot etc.
Test questions: Create a mini-test and answer key for your section. Be sure to include various forms of questions, (Open ended, matching, true and false, short answer )
Presenter: The presenter will teach lesson and provide a warm up activity that goes along with the Section. (Graphic organizer )
World War II
Chapter 24 WWII Projects
Essential question: What impact did World War II have on America and the world?
Section 1: Allies turn the tide
Section 2: The homefront
Section 3: Victory in Europe and the Pacific
Section 4: The Holocaust
Section 5: Effects of the War
Project: The class will be divided into 5 groups. Each group is assigned a section of Chapter 24. Example: Section 2 The home front. The group will be responsible for teaching their section to the class. Mr. Saunders/Jones/Blanken will be conferencing and monitoring the groups to check progression. Each student will be responsible for an individual job on the project.
Jobs:
Notes: Prepare the lecture notes using our textbook as a resource. Make sure to include all information that is important for the presentation. Be sure to use the Section objectives guide your lesson.
Presentation: Create an image based presentation that goes with information in the notes. Poster, handouts, Powerpoints or Prezi are just some ideas.
Activity: Create a closure activity for the class to do to ensure that they learned the material. Quiz, Kahoot etc.
Test questions: Create a mini-test and answer key for your section. Be sure to include various forms of questions, (Open ended, matching, true and false, short answer )
Presenter: The presenter will teach lesson and provide a warm up activity that goes along with the Section. (Graphic organizer )
Essential question: What impact did World War II have on America and the world?
Section 1: Allies turn the tide
Section 2: The homefront
Section 3: Victory in Europe and the Pacific
Section 4: The Holocaust
Section 5: Effects of the War
Project: The class will be divided into 5 groups. Each group is assigned a section of Chapter 24. Example: Section 2 The home front. The group will be responsible for teaching their section to the class. Mr. Saunders/Jones/Blanken will be conferencing and monitoring the groups to check progression. Each student will be responsible for an individual job on the project.
Jobs:
Notes: Prepare the lecture notes using our textbook as a resource. Make sure to include all information that is important for the presentation. Be sure to use the Section objectives guide your lesson.
Presentation: Create an image based presentation that goes with information in the notes. Poster, handouts, Powerpoints or Prezi are just some ideas.
Activity: Create a closure activity for the class to do to ensure that they learned the material. Quiz, Kahoot etc.
Test questions: Create a mini-test and answer key for your section. Be sure to include various forms of questions, (Open ended, matching, true and false, short answer )
Presenter: The presenter will teach lesson and provide a warm up activity that goes along with the Section. (Graphic organizer )
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:
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
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.
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
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.
