As members of teaching teams, you will
plan, present, and teach your classmates new historical topics/issues four
times during the year. This project will not only teach you more about
historical issues, it will also help you develop and practice life skills that
will make you a very desirable college applicant and employee. There will be individual accountability
(through confidential anonymous peer assessment) as well as group accountability.
Group projects will be assigned with
predetermined presentation dates and student groups will be determined by a
sign-up process. Each group will then be
responsible for researching and effectively teaching the topic to “their"
class. When teaching, all members of the teaching team will take an
active role in the lesson. Because
individual accountability will also be assessed during the presentation, all
group members must be prepared to answer questions and present the information
(yes, even in the absence of one or more team members). The lesson should be at least 40 minutes in length.
While other groups are teaching, each person in class will take notes on
the information being presented as the information will be important to future
projects and/or exams.
Criteria for Grading Lessons: Grades will be awarded on
several levels. Presentation will be
worth a possible 80 points. These points
can be subdivided into 4 areas: 5 possible points for creativity, 50 possible
points for topic information, 15 points for individual accountability [to be determined by performance & peer evaluation], and 10 points for
professionalism. Lesson plans will also
be required of each teaching team. These
lesson plans will be worth up to 20 points and must include explanations
regarding your teaching strategy (i.e. why and how did you decide upon the
teaching strategy utilized?) a typed
outline of your presentation, and use of resources in addition to the course
text, (a bibliography must be turned in).
As added incentive, up to 10 bonus points may also be awarded for
creating props, handouts, typed information, and/or an exceptional
presentation.
Note: Possible teaching styles include:
1.
Verbal/Linguistic: This style consists mainly of giving
out information and calling for it to be repeated to you. Ask questions, use riddles, what if 's,
graphic organizers such as webbing or compare & contrast visuals, charts,
ranking ladders, outlines, debates, acronyms, or word associations. Your information should be clear,
to-the-point, and easy to read.
2.
Musical/Rhythmic: This technique incorporates
music. Use musical associations, create
songs, teach
an informative rap, tell stories with a chorus for your students to
repeat, use jingles.
3.
Kinesthetic: Use your bodies to get your point
across. Play charades, do role plays,
use puppets, location spectrums, game shows.
Involving your students in some kind of physical activity is always helpful.
4.
Visual: if they can see it, your students
will be more likely to understand it.
Create posters, drawings, pictures, cartoons, diagrams, or jigsaw
puzzles to teach your topic. You may
even use video as long as it is appropriate for the classroom.
Grading
Breakdown:
Possible
Presentation:
Creativity: 5 points
Information:
50
points
Individual
Accountability (determined by performance & peer evaluation)
15
points
Professionalism 10
points
Lesson
Plans (to be turned in)
Justification
of (reasons for) teaching strategy 5
points
Outline
of Lesson information (typed) 5
points
Outside
Information (beyond text book: work cited & copies required): 10 points
Bonus Points
Creating
props,
handouts,
typed
info,
exceptional
presentation (up
to) 5 points
Total: 100
points
Group Debate Projects:
Four times
during the year, students will participate in major group debates. Which side
of the debate each group will argue will be decided by the instructor on the
day of the debate. Therefore, each group must be prepared to argue either side
of the issue. These debates constitute major group projects for the 1st
and 3rd quarters and will be worth 10% of the quarter grade. The
requirements for each debate are listed below.
Debate
Topic #1: “Should the states ratify the original Constitution as
written?”
Activity:
Day 1: Research
& Debate Prep:
Materials: Text: Chapter 9
Handouts:
The Constitution
Federalist & Anti-federalist Papers
1) Class will be
divided into 4 groups
2) Each group will
a) research
the position of Federalists regarding the original Constitution (without Bill
of Rights)
1)
identify & list as many arguments in favor of the Constitution as possible
b) research
the position of Anti-federalists regarding the original Constitution (without
Bill of Rights)
1)
identify & list as many arguments against the Constitution as possible
c) prepare
arguments for both sides of the debate
(the instructor will choose which side each group will
take on the day of the debate)
1) prepare to argue that the Constitution
should be ratifies as is (without the Bill of Rights)
order (include arguments against the
Anti-federalist position)
2)
prepare
to argue that the Constitution (without the Bill of Rights) should not be
ratified (include arguments
against the Federalist position)
Day 2: (Debate):
1) There will be 2 debates during the
class. One will take place, then the
other.
(Groups A & B
will debate, then Groups C & D)
2) Each group member
must
a) present at
least 1 argument in favor of the group position & defend against its
criticism
b) criticize
at least one argument presented by the opposing group
3) Debate structure
a)
Each
group debating will make introductory remarks
i.
Stating
the position of the group in the debate
ii.
Stating
in very general terms how it will go about proving this point
b)
Group
A will make its 1st point directly in favor of its position
c)
Group
B will criticize this point, offering an argument against it
d)
Group
A will respond to Group B’s criticism
e)
Group
B will make its 1st point directly in favor of its position
f)
Group
A will criticize this point, offering an argument against it
g)
Group
B will respond to Group A’s criticism
h)
After
both teams are out of arguments, each will give a brief concluding summary
4) Following the debate, the audience will vote for the
group that they feel won the debate
**
judgment will be based on the following criteria
1) Accuracy of Information
2) Quality of arguments in favor of group
position
3) Quality of criticism of opponent’s
position
4) Professionalism
5) Preparation
5)Each group will submit a sheet listing
a. Arguments in favor of group’s assigned
position
b. Arguments against opponent’s assigned
position
Debate
Topic #2: “Is Slavery an intolerable institution?”**
**Note: While this question has been thankfully resolved by
the Civil War and a more enlightened American population,
for the purpose of analysis, understanding, and
argumentation, this debate will be a
simulation based upon
historical value systems and positions. It is in no way an attempt to re-open
the debate in order to reverse the past. Therefore, the debate will take place
AS IF it were occurring in 1860.
Day 1: Research & Debate Prep:
Materials: Text: Chapter 16
Handouts: TBA
1) Class will be
divided into 4 groups
2) Each group will
utilize the following questions as the foundation for their research and
argumentation:
1. Is slavery a violation of fundamental
and moral religious principles?
2. Is slavery incompatible with the most
fundamental American principles?
3. Would the attempted abolition of
slavery threaten the foundations of the
4. Should slavery be allowed to expand
into the territories if the people of those territories want it?
Each group will research the answers to the above questions
from BOTH the pro-slavery and abolitionist perspectives. Prepare to argue
either side! The instructor will choose
which side each group will take on the day of the debate
Day 2: Debate: The debate will follow the same structure as the first,
beginning with opening statements, moving to arguments, and ending with
concluding remarks.
Debate
Topic #3: “Should the
**Note: Again, this
debate question will be a simulation based upon historical value systems and positions, not an
attempt to influence American foreign policy for the 21st century.
Neither is it an attempt to alter enlightened belief in racial equality.
Therefore, the debate will take place AS IF it was 1898.
Day 1: Research & Debate Prep:
Materials: Text: Chapter 27-28
Handouts: TBA
1) Class will be
divided into 4 groups
2) Each group will
utilize the following questions as the foundation for their research and
argumentation:
1.
Manifest
Destiny. Is overseas
expansion, and therefore control of the
2.
Democracy. Would ruling another nation be
compatible with basic American ideals of democracy and self-government?
3.
Economic
Benefit. Is acquiring
the
4.
Race. Should the darker-skinned Filipinos
be brought under the rule of the lighter-skinned Americans?
Each group will research the answers to the above questions
from BOTH the pro-imperialist and anti-imperialist perspectives. Prepare to
argue either side! The instructor will
choose which side each group will take on the day of the debate
Day 2: Debate: The debate will follow the same structure as the first,
beginning with opening statements, moving to arguments, and ending with
concluding remarks.
AP Exam Review Project:
During the week of
1. all key issues occurring during the
time period assigned must be addressed either verbally or in the form of review
handouts.
2. At least 1 handout must be provided to
the class – the quality of which will be considered as part of the overall
grade.
3. The review must include some
interactive element
4. The review must be planned & timed
to make the MOST EFFECTIVE USE of the 50 minute class period.
Group 1: 1600
– 1789
Group 2: 1790
– 1860
Group 3: 1861
– 1900
Group 4: 1900
– 1939
Group 5: 1940
– 1980
**:Debate Questions #2 and #3 are reproduced
from: Mel Piehl. American Pageant: Instructor’s
Resource Guide. Houghton Mifflin:
Current
Events/Historical Lessons Project Requirements:
Because one of the
most important reasons for studying history is its ability to provide lessons
for the present and future, student groups will be required to develop a
research/technology projects during the second semester that combines the study
of American history and current events. During the second semester, students
will choose one of the following broad categories that provide significant
challenges to the
After choosing one
of the following topics, student groups will spend the 3rd quarter researching
and familiarizing themselves with the current events issue. This will require
them to research current articles from major news organizations. Students
should be reading at least two articles per week related to their topic during
the 3rd quarter of the second semester. The main goals of this research are to
(1) define the problem/challenge and its relationship to the
The following is a
preferred list of major news publications that students should be using for their
current events articles:
Wall Street Journal
New York Times
Time Magazine
Newsweek Magazine
The Economist
Forbes
National Review
**Note: most of
these publications have associated websites where articles may also be
obtained.
Articles may also be
found online at the following preferred websites
CNN.com
MSNBC.com
Foxnews.com
Once the groups have
become more familiar with the chosen current events issue, they will be more
prepared to take on the historical element of the project during the fourth
quarter of the year (Q4). Researching American history, student groups will
have a choice to do either of the following:
Students will use
research and evaluation of above issues to create a presentation that meets the
following criteria:
Current
Events/Historical Lessons Project Rubric:
Powerpoint Presentation must be no longer than 15 minutes (while there is no specific
minimum time requirement, groups must thoroughly address specific requirements
as described below.
All presentations
must include:
I.
Section defining/describing
current problem/challenge [with
appropriate parenthetical citations identifying sources of information]
a.
Causes of problem/history of
problem
b. Obstacles standing in the way of the problem’s resolution
c.
Current solutions being proposed
by politicians and pundits
d. Costs of NOT fixing the problem
II.
Section identifying the historical
event or person that holds the key to solving this modern problem [with appropriate parenthetical citations
identifying sources]
a.
Background (either of the
following depending upon student’s choice mentioned above)
i.
regarding the historical event
and the lessons to be learned from it
ii.
regarding the historical person
and what the individual has to offer in terms of character, leadership skills,
and or experience
b. Solution(s)
i.
How would this event or person
suggest the problem be addressed/solved?
ii.
Supporting evidence for student’s
claims regarding solution.
III.
PowerPoint Slides wth:
a.
Images/visuals
b. Text (minimum 1000 words) – must be large enough to see from back of
classroom
i.
Section I (above)
ii.
Section II (above)
1.
Thesis – student’s position
regarding the event or person’s connection to solution
2.
Supporting information
a.
Evidence from research
b. Supporting analysis/logic
c.
Bibliography/Works Cited
i.
You should have at least 10 sources in your bibliography. At
least one (1) of the HISTORY-related sources must be a PRIMARY
SOURCE. NO
ENCYCLOPEDIAS will be accepted as sources (whether on the
web, CD-Rom, or hard copy), though you may use encyclopedias to help you find other sources.
ii.
Half of your sources must be
related to historical publications. ONLY 3 INTERNET sources will be acceptable for historical sources unless prior approval
is obtained from the instructor. In addition, only internet sources ending in
suffixes “.edu” and “.gov”
will be accepted for historical sources unless prior approval is obtained from
the instructor (NO
“DOT-COM’s, DOT.
iii.
Half of your sources must be
related to current events. Since all of the news
publications listed above have associated websites, there is no website
restriction from such publications.
iv.
Create a separate bibliography
for visual images used in your presentation
Paperwork (to be turned in): black
and white printouts of the PowerPoint slides presented in class