Year End Project
Due to the truncated year and lack of time to complete all necessary course curriculum, the class had a novel idea that instead of writing a final cumulative exam, we would do an inquiry project with a thesis into a topic of their choice from the cold war era.
As a result, students will choose a Cold War Era topic, do research, develop a thesis, and create a presentation (in a median they are passionate about) to show their understanding of history and their ability to create a reasoned argument. Then, the class will have a "Science Fair" where on exam day, students will bring their projects, food, etc and present to their peers on their findings.
As a result, students will choose a Cold War Era topic, do research, develop a thesis, and create a presentation (in a median they are passionate about) to show their understanding of history and their ability to create a reasoned argument. Then, the class will have a "Science Fair" where on exam day, students will bring their projects, food, etc and present to their peers on their findings.
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1. First, students will complete the periodicals assignment below as a way of showing their ability to research and to read academic journals. Hello Naryn, Mini-Lesson: The class will view the following sources and discuss the concept of “reliability” 1. https://www.youtube.com/watch?v=TijcoS8qHIE (House Hippo) 2.http://web.archive.org/web/20050428004220/http://65.127.124.62/south_asia/4483241.stm.htm (BBC Hoax - Zombie Outbreak). 3. http://zapatopi.net/treeoctopus/ (Tree Octopus) |
| periodicals_assignment.docx |
| periodicals_2019_updated.docx |
| periodicals_example.pdf |
2. Students will use the research articles used in this assignment as part of further research on the topic of their choice. Below is a copy of the "Final Assessment" project assignment outline and rubric.
| history_12_science_fair_project.docx |
| hist_12_-_science_fair_sheet.docx |
3. Students will meet on exam day to share.
Visual Samples of Students Presenting
Some YouTube Videos and Websites:
A group project where students analyzed which country had the greatest impact on WW2.
Another where a student took several battle campaigns from Video games, analyzed and gave a history lesson on each game, and then related/synthesized all of his knowledge and the game strategies with Sun Tzu's famous "Art of War" battle Strategy Book.
Another where a student took several battle campaigns from Video games, analyzed and gave a history lesson on each game, and then related/synthesized all of his knowledge and the game strategies with Sun Tzu's famous "Art of War" battle Strategy Book.
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Student created Websites:
The Impact of "Technicolour" on Film: https://astudyintechnicolor.godaddysites.com/like-home
The Impact of Jazz on the Civil Rights Movement: https://lexiholmberg.wixsite.com/impactofjazz
The Impact of Elvis Presley: https://hammerbryce279234.wixsite.com/elvis/cultural-effect
The Impact of "Technicolour" on Film: https://astudyintechnicolor.godaddysites.com/like-home
The Impact of Jazz on the Civil Rights Movement: https://lexiholmberg.wixsite.com/impactofjazz
The Impact of Elvis Presley: https://hammerbryce279234.wixsite.com/elvis/cultural-effect
Alternative Final Activity "10 days of Historical Heaven"
In Place of a traditional final, we would do the following activities which all demonstrate a students ability to be a Historian. Research, Annotation, Discussion, Interrogation, Historical Empathy, Close-Reading, Creative/Critical Thinking, Source Analysis, Asking Questions, Making Connections.
1. Read and Annotate Wikipedia Article on the Cold War. Mr. Fitton has removed some sections. We would split it in half and maybe have two seminars. Early Cold War, Late Cold War.
| cold_war_-_wikipedia.pdf |
2. Have a Historical Seminar on the Cold War where students use their annotation and develop 5 key Questions from the text - and engage in a literature circle / Historical Seminar (We will learn Webb's Depth of Knowledge)
| ssholisticrubric.doc |
3. Periodicals Assignment
| periodicals_assignment_-_shorter_2019.docx |
| periodicals_2019_updated.docx |
3. Students could choose to watch a Historical Film from the Era and relate to the History we have learned. We could do a discussion where students develop meaningful questions, or we could do a film review.
Early Cold War:
Dr. Strangelove (1950s/1960s)
Mid Cold War
Bridge of Spies (1957-1962)
13 Days (1962)
Full Metal Jacket (1968)
Tinker, Taylor, Soldier, Spy (1970s)
Late Cold War
Hunt For the Red October (1984)
Goodbye Lenin (1989/1990)
Early Cold War:
Dr. Strangelove (1950s/1960s)
Mid Cold War
Bridge of Spies (1957-1962)
13 Days (1962)
Full Metal Jacket (1968)
Tinker, Taylor, Soldier, Spy (1970s)
Late Cold War
Hunt For the Red October (1984)
Goodbye Lenin (1989/1990)
| htf_discussion_sheet_-_2018.docx |
| film_critic_assignment.docx |
Some additional resources to help write a film critique:
https://www.wikihow.com/Write-a-Movie-Review
https://custom-writing.org/blog/writing-tips/free-critique-paper-writing-tips/119.html
https://www.wikihow.com/Write-a-Movie-Review
https://custom-writing.org/blog/writing-tips/free-critique-paper-writing-tips/119.html
4. Choose 3? 5? artifacts or people that you think are the most crucial to understanding the Cold War or represent the Cold War and argue why. Based on your reading of the articles we have annotated.
