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Stacey
Henderson
09
Project
Summary
Avoca Central School
History and Current Events
URL:
http://www.avocacsd.org/11211012615551320/site/default.asp
Historical topics with
greatest depth of expertise: Imperialism, Communism,
Holocaust (basically the Global History
curriculum)
1. General
Overview of the Proposed Project:
Students will conduct
research and learn about current events that correlate to the Global
curriculum as well as American History. They will then create and
present a 10 minute educational movie explaining the background
history and present day issue of the event. The movie must also
include the role the United States has played and is playing in that
event.
2. Clear Purpose
and Objective
The students will have a
thorough understanding of the history of the current event as well
as what is taking place today. They will learn to use library and
Internet resources to conduct research and use that research to
create a movie. This will allow them to manipulate the software
program movie maker. The students will also obtain an understanding
of America’s involvement in the current events. They will learn to
work with each other in a group and their movie will be presented to
the rest of the class. Therefore, other students will learn from
the movies presented.
3. Stakeholders:
grade level, who will benefit, who will participate in this project.
Global History and
Geography II (10th grade). All students taking that
course.
4. U.S. History
Content Area
Human Rights Issues, U.S
Foreign Policy and Role in the World
5. Outline
Describing Content
The topics the students
will be doing their movies on are:
Abuse of Children: Labor
and Soldiers
Epidemics: AIDS and Bird
Flu
Genocide: Darfur
Nuclear Proliferation:
Iran and North Korea
War on terrorism:
Afghanistan
War on terrorism: Iraq
The history of the issue
must be researched. Then a study of what is currently happening and
the role the U.S is playing in that issue will be researched.
Finally, the students will create their movie to present their
findings.
6. Software to be
used, internet materials, contacts, etc.
Movie Maker software,
Library Databases, various websites I haven’t yet finished
researching (once project is approved I will continue more work).
7. Level of
Student Involvement
High level of involvement
because the students have to do the research in their groups and
then make a movie that will educate others about their topic.
8. Evaluation
process (include students when possible)
Teacher rubric. However,
on part of the rubric there will be a section on peer response.
When the students show their movie to the class the rest of the
class will have to fill out a short rubric evaluating the movie.
An average grade will be calculated from those and that will count
as part of the group’s overall grade.
9. Timeline: how
you envision the project being carried out between start up and
conclusion
I’d like to start the
project at the beginning of the year. The material we’ll be
covering is usually material covered near the end of the year, but
we are usually rushing through things at that point. This is a
project I’ve envisioned doing for awhile so I hope it works out.
The students will be given a packet containing the rubric,
directions, etc. They will then be randomly grouped and assigned a
topic. Ideally, each group will have three students. This may not
work in every class but there will not be less than two and no more
than four students per group in any class. The students will have 8
- 10 days of in class time to work on their project. They will then
have 1 to 1.5 days to show their movies and fill in their guided
notes. Their only homework during this period of time will be to
work on their project. This should give them plenty of time to
complete the project. We will start by researching using the
computer labs and library. Once they have completed their research
they will need to plan their movie and find pictures/music/audio
clips to use. They will then put their movie together and present
it to the class.
10. Comments or
Questions: I’m not sure what you want for question #5. If the
answer I’ve provided isn’t good enough, please clarify what it is
you need from me. If I need to print this out, sign it, and
mail/fax it in, let me know.
Henderson’s History Documentaries
Your group will create a
short documentary movie about a current event. Not only will your
movie have to explain the current event, but it must explain the
historical circumstances that led to the current event. You must
also explain the role the United States of America has played in the
event (historically and currently). Remember that your movie will
be presented to the class so they can learn about the current event.
The movie must be not less than 5 minutes and not more than 10
minutes in length. The most important thing is that you include the
correct information necessary to explain your topic.
Topics
(Randomly Assigned)
Abuse of Children: Labor
and Soldiers
Epidemics: AIDS and Bird
Flu
Genocide: Darfur
Nuclear Proliferation:
Iran and North Korea
War on terrorism:
Afghanistan
War on terrorism: Iraq
Directions
You must conduct library
research using the OPAC, library databases, and the Internet to
document the history and find visual and audio clips that you can
use. After your research is completed, you should create the movie
using Widows Movie Maker. You will save your movie to a disc and
present it to the class. Before watching a classmate’s movie, you
will be required to read the notes outline form. At the end of the
movie we will discuss the movie and fill out the notes outline form
as a class. You will then be required to fill out a rubric rating
the movie. In this packet you will find a checklist to help guide
you through the process of completing the project, a rubric that
will be used to grade the project, the student rubric that student
will fill out after reviewing each movie.
Citation
All work must be cited
using the MLA format. That means any pictures, music, video, or
audio clips must be properly cited in the credits at the end of the
movie. I expect that the majority of voice overs and typed
explanations will be in your own words. Use the new library
online service, Noodle Tools, to create your bibliography. The link
can be found on the MS/HS Library webpage. You must create your own
account online in order to use this service. Remember, it is better
to be safe than sorry; never make assumptions that you are citing
correctly. Always ask Mrs. Kilbourne or myself if you are unsure
about a citation.
Checklist
Write down names next to each item so
that everybody in the group has a job, and everybody knows who is
responsible for each item. Then, check off the items as they are
completed. Remember that the actual creation of the movie can’t
take place until the research has been done.
_________________Find accurate information about the current event and create a summary
or outline about the main points (use own words and keep track of
citing)
_________________Find accurate
historical information about the place and people involved in the
event and create a summary or outline about the main points (use own
words and keep track of citing)
_________________Find accurate
information about the level of involvement of the United States in
the event and create a summary or outline about the main points
(use own words and keep track of citing)
_________________Find and save
accurate and appropriate video, audio, pictures, music etc. to use
in the movie (keep track of citing)
________All members read through and
study the information. Discuss the information.
________All members decide on the
information, colors, fonts, clips, pictures, and music to use.
________ All members put together the
movie in a way that makes it easy for the viewer to get the facts in
a simple and clear, yet interesting format.
Rubric
|
Rating |
Excellent = 25 |
Good = 20 |
Needs Work = 15 |
Poor = 10 |
Did something = 5 |
|
Historical Accuracy |
All information is
accurate. |
Most information is
accurate. |
Some information is
accurate. |
Most of the information
is inaccurate. |
All of the information is
inaccurate but you made an attempt at accuracy. |
|
Participation and Effort |
You worked well with your
partner/s; stay on task in class, and work hard to do
well. |
You were usually on task
and worked well with your partner/s. You tried to do
well. |
Sometimes you needed to
be reminded to be on task. You worked well with your
partner/s, and tried to do well. |
You usually needed to be
reminded to be on task. You had some difficulty working
with your partner/s. You barely made an attempt to do
well. |
You were rarely on task
and had consistent trouble working with your partner/s
but you occasionally attempted to do work. |
|
Comprehensive
|
The movie makes sense and
is easy to follow/understand (flows well). |
The movie frequently
makes sense and is mainly easy to follow/understand. |
Sections of the movie
don’t always make sense and may be difficult to
follow/understand. |
Most of the movie doesn’t
make sense and is difficult to follow/understand. |
The movie doesn’t make
sense and is difficult to follow/understand but you made
a slight attempt to do well. |
|
Appearance |
Your movie is
interesting, has a title, you made effective use of all
or almost all tools available (text, transitions,
pictures, audio, video, music etc.) |
Your movie is
interesting, has a title, and you made effective use of
several tools available to you (text, transitions,
pictures, audio, video, music etc.) and you used them
effectively |
Your movie is
interesting, may not have a title, and you made
effective use of only a few tools (text, transitions
pictures, audio, video, music etc.) |
There is an attempt to
have an interesting movie, there is a title, you made
effective use of only a couple of tools (text,
transitions pictures, audio, video, music etc.) |
There is an attempt to
have an interesting movie, there is no title, and you
made effective use of only one tool. (text, transitions
pictures, audio, video, music etc.) |
Comments:
Peer Rating of Movie
(circle the one that applies)
|
Rating
|
|
|
|
|
Overall Impression |
I learned a lot from the
movie and thought it was really interesting/entertaining. |
I learned a lot from the
movie but it wasn’t very interesting or entertaining OR
I didn’t learn very much but it was
interesting/entertaining. |
I didn’t learn very much from
the movie and it wasn’t very interesting/entertaining |
Comments:
Use the following outlines to guide
your research. We will discuss and fill in the correct information
after watching each movie. Keep these notes in your binder once
they are all filled in. You will need these to help you study for
the test.
Outline for Abuse of Children: Labor
and Soldiers
Continents and specific countries
where child labor is a concern-
Continents and specific countries
where child soldiers are a concern-
Specific ways children are used as
labor-
Specific ways children are used as
soldiers-
The role the United States has played
in the issue of child labor-
The role the United States has played
in the issue of child soldiers-
Specific organizations dedicated to
ending these abuses-
Outline for Epidemics: AIDS and Bird
Flu
Continents and specific countries
where AIDS is a concern-
Continents and specific countries
where Bird Flu is a concern-
What AIDS is-
What Bird Flu is-
Where AIDS came from and how it
spreads-
Where Bird Flu came from and how it
spreads
Prevention of AIDS-
Prevention of Bird Flu
Why AIDS is an epidemic some areas of
the an not others-
Why Bird Flu is an epidemic some
areas of the an not others-
The role the United States has played
in the prevention of AIDS-
The role the United States has played
in the prevention of Bird Flu-
Specific organizations dedicated to
the study and prevention of epidemics-
Outline for Genocide: Darfur
Location of Darfur-
People and groups involved-
How and why the genocide began-
Economy in the region and it’s
relationship to the global economy-
What is happening (events, important
people/tribes etc)-
Effects of genocide-
Consequences of the genocide on
culture/society in the future-
Role of the United States is playing
in the genocide-
Specific Organizations dedicated to
ending the genocide-
Outline for Nuclear Proliferation:
Iran and North Korea
Nuclear weapons –
Why nuclear weapons are dangerous-
What Iran’s role is in the
proliferation of nuclear weapons (reasons for, events, important
people etc)-
What Korea’s role is in the
proliferation of nuclear weapons (reasons for, events, important
people etc)-
Potential consequences of
proliferation in Iran for the world-
Potential consequences of
proliferation in Korea for the world
Role the United States is playing in
the issue of nuclear proliferation (in the U.S as well as Iran and
Korea)-
Specific Organizations dedicated to
ending nuclear proliferation-
Outline for War on terrorism:
Afghanistan
Location of Afghanistan-
Afghan War (70s): Mujahideen rebels
vs. communists-
Taliban-
Al-Qaeda-
Osama bin Laden-
Terror Attacks (in the U.S and at
least one other country)-
Role the United States is playing in
the war on terror in Afghanistan-
Role of the United Nations and NATO-
Outline for War on terrorism: Ira
Location of Iraq-
Characteristics of Saddam Hussein’s
reign-
Persian Gulf War-
Causes of war in Iraq-
Effects of war in Iraq on terrorism
(Sunni v. Shiite, other terrorist groups, Iran)-
Role the United States is playing in
Iraq-
Role of the United Nations-
Henderson’s 09
Project in Word
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