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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
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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?
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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)
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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