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Page 1 of 22 Greeley/Evans School District 6 Middle Grades (6, 7, & 8) Core Extension Elective Curriculum Guide National History Day: Putting the Past in Perspective Timeline: 12 weeks Enduring Concept: Students will understand the importance of how specific people, ideas, and events altered history and changed how the modern world and culture operates Colorado State Standards READING, WRITING, AND COMMUNICATING 91.1 Oral Expression and Listening: Oral presentations require effective preparation strategies 94.1 Research and Reasoning: Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions. SOCIAL STUDIES 711 History: Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend a thesis with evidence 722 Geography: Conclude how different regions have different issues and perspectives 811 History: Formulate appropriate hypotheses about history based on a variety of historical sources and perspectives 841 Civics: Analyze elements of continuity and change in the United States government and the role of citizens over time HS11 History: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence from a variety of primary and secondary sources HS12 History: Analyze the key concepts of continuity and change, cause and effect, complexity, unity and diversity over time Evidence Outcomes Students will be able to: Formally propose a project in writing based on historical inquiry Evaluate the credibility and historical context of primary and secondary resources Thoroughly research a topic with an focus on proper citation, credibility, and contribution to the project Plan and create an original performancebased presentation on a historical topic Understand the impact historical figures, ideas, and events can have on contemporary culture and society

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  • Page1of22

    Greeley/EvansSchoolDistrict6MiddleGrades(6,7,&8)CoreExtensionElectiveCurriculumGuide

    NationalHistoryDay:PuttingthePastinPerspective Timeline:12weeks

    EnduringConcept:Studentswillunderstandtheimportanceofhowspecificpeople,ideas,andeventsalteredhistoryandchangedhowthemodernworldandcultureoperates

    ColoradoStateStandards

    READING,WRITING,ANDCOMMUNICATING 91.1OralExpressionandListening:Oralpresentationsrequireeffectivepreparationstrategies 94.1ResearchandReasoning:Informationalmaterials,includingelectronicsources,needtobecollected,evaluated,and

    analyzedforaccuracy,relevance,andeffectivenessforansweringresearchquestions.

    SOCIALSTUDIES 711History:Seekandevaluatemultiplehistoricalsourceswithdifferentpointsofviewtoinvestigateahistoricalquestionandto

    formulateanddefendathesiswithevidence 722Geography:Concludehowdifferentregionshavedifferentissuesandperspectives

    811History:Formulateappropriatehypothesesabouthistorybasedonavarietyofhistoricalsourcesandperspectives 841Civics:AnalyzeelementsofcontinuityandchangeintheUnitedStatesgovernmentandtheroleofcitizensovertime HS11History:Usethehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyze

    andinterpretdata,anddevelopinterpretationsdefendedbyevidencefromavarietyofprimaryandsecondarysources HS12History:Analyzethekeyconceptsofcontinuityandchange,causeandeffect,complexity,unityanddiversityovertime

    EvidenceOutcomes

    Studentswillbeableto: Formallyproposeaprojectinwritingbasedonhistoricalinquiry Evaluatethecredibilityandhistoricalcontextofprimaryandsecondaryresources Thoroughlyresearchatopicwithanfocusonpropercitation,credibility,andcontributiontotheproject Planandcreateanoriginalperformancebasedpresentationonahistoricaltopic Understandtheimpacthistoricalfigures,ideas,andeventscanhaveoncontemporarycultureandsociety

  • Page2of22

    GeneralVocabulary

    annotated bibliography: a list of source citationswithshort paragraphs explainingwhat the source is, how itcontributed to your research, and how you know thesourceiscredible

    artifact:aculturalobjectofhistoricalsignificance

    bias: unfair prejudice in favor of or against one thing,person,orgroupoverothers

    citation:areferencetoacrediblesource

    contribution:howasourcehelpstoansweraquestion

    credibility:thequalityofbeingtrustworthy

    legacy:anitem,usuallyanamountofmoneyorproperty,lefttoapersonorgroupbyapredecessor

    primarysource:textsorartifactsfromaperiodinhistory

    proposal:aplanputforwardforconsiderationbyothers

    secondary source: texts or artifacts about a period inhistory

    thesis:astatementthatistobemaintainedorproven

    text:writtensources

    ProjectSpecificVocabulary: cinematography(documentary):theartofframing,lighting,

    andeditingfilm

    costume(presentation):anyitemacharacterwearsexternallyonthebody

    embeddedcontent(website):multimediathatmustaccessanotherwebsitetoplayorengage

    footnote(essay):anadditionalpieceofinformationprintedatthebottomofapage.

    hyperlink(website):aportaltoanotherweblocationactivatedbyclickingonahighlightedwordorimage

    property[prop](presentation):objectthatishandledbyanactoratsomepoint

    PDF(website):auniversalfileformatfordocuments

    replica(exhibit):ahistoricallyaccuratemodel

    sitemap(website):agraphicshowingallthelinkedpagesconnectedtoawebsite

    storyboard(documentary):asequenceofdrawingswithdirectionsanddialoguethatrepresenttheshotsplannedforafilmedproduction

    StudentInquiryQuestions:1. Howcanapersonoreventchangethetideofhistory?2. Whatcanhistoricalresearchrevealaboutthepresent?3. Howcanahistoricaltopicbepresentedtoanaudienceinanengagingmanner?4. Whyisitimportanttouseavarietyofbothprimaryandsecondarysourceswhenexploringahistoricaltopic?5. Whatislegacy?Howisitcreated?Doesapersonorgroupreallyhavecontroloverthelegaciestheyleave?

  • Page3of22

    Assessments

    SummativeProjectOptions(ONEisrequired): Anessayonthehistoricaltopic(individualonly) Anexhibitonthehistoricaltopic(individualorgroup) Adramaticpresentationwithstudentsplayingarole(individualorgroup) Avideodocumentarydepictingthehistoricaleventorchange(individualorgroup) Awebsitedevotedtothetopic(individualorgroup)

    RequiredSummativeAssessments: ProcessPaper AnnotatedBibliography ProjectReflection

    FormativeAssessmentCheckpoints:Tokeepstudentsmovingthroughtheprojectatasuccessfulpace,therearecheckpointsthroughouttheclasscalendar.Studentsmaynotmoveonuntiltheypasseachcheckpoint: Studentssubmitaformalresearchproposal Instructorchecksthequalityofstudentresearchnotesduringresearch Studentssubmitadraftoftheannotatedbibliography Studentssubmitaplanfortheirproject Teacherasksstudentswhatadditionalresourcesareneededandmonitorsprogress

    SupportDocuments: StudentProjectGuidelinesandRubrics ProcessPaperGuidelinesandRubric AnnotatedBibliographyGuidelines&Rubric TopicProposalGuidelines ResearchandCitationBasics ResearchNotesOutline StoryboardOutline ProjectReflectionSheet

    OnlineResources: nhd.org(NationalHistoryDaywebsite) archives.gov/education/historyday/(NationalArchivesNHDpage) nhdarchives.pbworks.com/(NHDArchiveswiki) www.nationalhistorydayincolorado.org(ColoradoNHDwebsite) ucdenver.edu/academics/colleges/CLAS/Centers/ColoradoHistoryDay/

    Documents/NHD%20Playbook_For%20Print.pdf(NationalHistoryDayTeachersPlaybook,createdbytheUniversityofColoradoDenver)

  • Page4of22

    CourseWeekataGlance

    WEEK1

    IntroduceclassandthemeModel/showendprojectsCreatedigitalportfolioandprojectnotebookDiscuss:Whydowestudyhistory?

    WEEK2

    ClassreadingsanddiscussionsonthemeTeachprimaryandsecondarysourcesGeneratebackgroundforlatertopicselection

    WEEK3

    ClassreadingsanddiscussionsonthemeNarrowandchoosetopicSelectgroupsforgroupprojectsCHECKPOINT:PROJECTPROPOSAL

    WEEK4

    Teachhowtoresearch/ThreeCsTeachresearchnoteformatHavestudentsresearchtopicandtakenotes

    WEEK5ResearchallweekCHECKPOINT:RESEARCHNOTES WEEK6

    FinishresearchTeachannotatedbibliographyformLearnspecificrulesandrubricsforprojectCHECKPOINT:THESISCREATION

    WEEK7

    PlanprojectCHECKPOINT:PROJECTPLAN

    Essay:FormalOutlineExhibit:PaperPosterPerformance:DramaticOutlineDocumentary:StoryboardWebsite:SitemapOutline

    WEEK8WorkonprojectCHECKPOINT:ANNOTATEDBIBLIOGRAPHYDRAFT

    WEEK9

    ReviewProcessPaperguidelinesWorkonprojectandprocesspaperCHECKPOINT:TEACHERCHECKIN

    WEEK10Finishprojectandprocesspaper

    WEEK11

    Peereditprocesspaperandann.bibliographySTARTPRESENTATIONS

    WEEK12

    FINISHPRESENTATIONSFINALPROCESSPAPERANDANN.BIBLIOGRAPHYStudentspostprojecttodigitalportfoliosStudentsreflectonproject

  • TEACHERSGUIDE NationalHistoryDayResearchProjects

    NHDResearchProjectBackground

    Eachyear,morethanhalfamillionstudentsparticipateintheNationalHistoryDay(NHD)academicprogram.Studentschoosehistoricaltopicsrelatedtoathemeandconductextensiveprimaryandsecondaryresearchthroughlibraries,archives,museums,oralhistoryinterviews,andhistoricsites.Afteranalyzingandinterpretingtheirsourcesanddrawingconclusionsabouttheirtopicssignificanceinhistory,studentspresenttheirworkinoriginal papers, websites, exhibits, performances and documentaries. These products are entered intocompetitions in the spring at local, state, and national levels,where they are evaluated by professionalhistoriansandeducators.In addition to discovering the excitingworld of the past,NHD also helps students develop the followingattributesthatarecriticalforfuturesuccess:

    criticalthinkingandproblemsolvingskills researchandreadingskills oralandwrittencommunicationandpresentationskills selfesteemandconfidence asenseofresponsibilityforandinvolvementinthedemocraticprocess

    FromtheNHDWebsite

    NHDEightStepsofHistoricalResearch

    ThefollowingisexcerptedfromAGuidetoHistoricalResearchThroughtheNationalHistoryDayProgram,whichwasassembledbyateamoftenveteranteachersprovidetheirbestpracticesinhistoricalresearch. Step1:DevelopingapaperworkmanagementsystemOrganization is a key factor in successful research.During the firstweek of class, you need to develop apaperworkmanagementsystemforthestudents.Provideeachstudentabinderdividedintofoursections:

    ProjectGuidelines:Studentswillplaceallinstructionalsheetsinthissection HistoricalReadings:Studentswillplaceallprintedsourcetextsinthissection ResearchandBibliography:Studentswillplaceallresearchnotesandbibliographiesinthissection ProjectandProcess:Studentswillplaceallplanningandprocesspaperdraftsinthissection

    Step2:BackgroundReadingforHistoricalContextBeforeyoubegin,downloadthecurrentyearsNHDThemeSheetfromnhd.org/AnnualTheme.htm.ALLclassworkshouldfitinsidethistheme,andstudentswilleventuallyselectatopicrelatedtothisannualtheme.Before topic selection can begin, teach students to identify the difference between primary sources andsecondarysourcesusingsomeexample textsyouselect that fit intoa theme.Primarysourcesare textsorartifactsfromaperiodinhistory,whilesecondarysourcesaretextsorartifactsaboutaperiodinhistory.Toteachstudentshowtogatherinformationfromprimaryandsecondarysources,youwillselectavarietyofbothtexts(writtensources)andartifacts(othersources)ontheannualthemeandspendthefirstcoupleofweeksdiscussingandanalyzingthesesourcesasaclassandinsmallgroups.Textsyoucanprovidecanincludenewsarticles,expositoryarticles,oralhistories,interviews,narrativestories,andevenliterature;artifactsyoucanprovidearepictures,video,music,artwork,andtechnology.

  • Step3:SelectingaTopicSelectingaNationalHistoryDaytopicisaprocessofgraduallynarrowingtheareaofhistory(periodorevent)that intereststhestudents.Startbyhavingstudentsbrainstormhistoricaltopicsthat interestthemandfindhowtheirinterestsmaycrossintothetheme.Forexample,ifthestudentisinterestedinNativeAmericansandthethemeisRightsandResponsibilitiesinHisto