Mr. Black's World History-- Projects and Activities

Projects and Activities Page Title

Introduction
Project Process
Project Ideas
Assessment

Projects follow a process; therefore, all of the steps involved are equally important as the final product or presentation. Remember that the objective of a project is to demonstrate what you have learned. A common pitfall among students is to have a whole lot of 'flash' (a project that looks good), but not a lot of substance (the content is weak).

The following checklist is a useful guide to assist you through the project process. Remember that presenting is merely the final phase at the end of the process. The importance and significance of creating a project is what you learn along the way.

Problem Identification Phase

-Topic Assigned

-Form your topic into a question. What are you trying to accomplish? What is the learning objective for the unit?

Research Phase

-Conduct your research

-Return to this phase when you feel that you need to collect and gather more information about a particular question or topic.

Brainstorming and Planning Phase

-Project Introduced: Discuss the project requirements and review the evaluation rubric.

Meet with your group. Discuss the following:

Compare research notes. Discuss what you know about the topic and what you feel you need to learn more about.
Arrange, organize, and group your research information into a way that helps you better understand it. You might consider using a Graphic Organizer. They are located in the Learning Tools Section.
Assign Roles or Areas of Expertise. Each member needs to have an assigned area of responsibility or job. Here are some suggested jobs:

Techie	Operates software and addresses technology issues.
Artistic Consultant	Selects colors, layouts, and advises on the overall artistic and visual appeal of the project. Also, controls the art projects for the group.
Writer/Editor	Takes notes for the group, authors the script for the presentation, and edits the work of others in the group.
Project Manager	Coordinates meeting times, keeping the group on task, monitors completion of assignments, and guides the general direction of the project.

-Coordinate Communication: Decide when, where, and how is the best way to communicate and share information outside of class, such as phone, chat, e-mail, meeting at the library, or going to a group member's house.

-Make a plan: What is the best way to share information with others about your assigned topic?

-Execute your plan.

Presentation Phase

Present you findings to the class. Remember that you are sharing and teaching about what you learned while conducting your research.

Reflection Phase

Reflection should be an on-going process throughout the project. See the 'Metacognitive Questions' in the Learning Tools Section.

The following activities and projects are based on Bloom's Taxonomy. This list has been created as a suggestion of possible projects and activities to be completed as part of a larger project.

Knowledge: Knowledge of facts, terms, and being able to recall general information.

Create an Illustrated Timeline of major historical events during a certain time period.

Generate a List of Important and Interesting Facts about the topic. Add illustrations.

Label a Map with major cities, geographic features, key locations, and/or trade routes.

Create an Illustrated Dictionary/ Encyclopedia which includes 20 key terms about the topic.

Make an Illustrated Acrostic Poem about your assigned topic.

Write a Newspaper Story, recording the main facts of an historic event (include the 5W's).

Design a Pamphlet or Brochure explaining the background of an historical event.

Assemble a Time Capsule of items that would be found at the site of historical event.

Make a Pop-up Book outlining the key components of a historical event/time/culture.

Comprehension: Understanding the meaning of information.

Write a Story about what it would have been like to witness a major historical event.

Make a Diagram or Collage of an historical event.

Make an Historic Illustration or Draw a Cartoon about your concept of a major event.

Summarize an Article or Web site that deals with your topic.

Make a Skit or Re-enactment of an historic event. (Dramatization/ Re-enactment)

Make a Want Ad or Resume for an historical figure or a specialized job.

Create a Shoebox Diorama of a historical scene. (Panoramic Diorama)

Draw a Mural which illustrates various scenes of a series of historical events.

Application: Using previously learned information in new and creative ways to solve problems.

Make a Game, Puzzle, or Host a Quiz Show. (PowerPoint Games Template)

Draw and Color a Map or Make a Salt Dough Map (Salt Dough Maps /Salt-dough Recipe). Include labels and mount it on a poster board. Map Rubric [PDF].

Make a Puppet Show or Perform a Skit in Costume.

Create an Illustrated Mobile of scenes from a series of historical events.

Write a Chapter for a Textbook or Make a Photo Essay covering the main points of the topic.

Create a Story Board, Filmstrip or Comic Strip showing events in a sequence.

Create a Diorama or Model of an historic scene. (Dynamic Diorama / Diorama Dreams)

Deliver an Oral Report or Conduct a PowerPoint Presentation (PowerPoint Presentation). Multimedia Rubric [PDF]

Analysis: Breaking down information into significant parts, identify cause and effect relationships, and support generalizations.

Create a Multimedia Thinking Map. Multimedia Rubric [PDF]

Make an Illustrated Flow Chart which shows the major stages of development or outlining the major events in sequence.

Write a Biography about or a Diary Entry from the point of view of a significant figure.

Make a Commercial or Advertisement about an historic event, product, or idea.

Compare and Contrast two events, people, or ideas in a Graphic Organizer.

Design an Illustrated Graphic Organizer showing connections between all the major components of the topic.

Design a Web page (Design) with links and connecting pages based on the topic.

Make a Newscast/ News Article that conveys the significance of an historical event or incident.

Organize a Museum Exhibit which conveys a sense of why a particular historical event is important.

Synthesis: Creatively apply prior knowledge and skills to produce a new and original product.

Write a Script for a Show, Play, Puppet Show, or Song about some major accomplishments.

Design a Record, Book, or Magazine Cover for a special edition about some major accomplishments.

Make a Newspaper about all the important news stories during a particularly active time in history.

Write an Essay explaining why an historic event occurred.

Compose a Rap or Song about an historic event (include details about the event).

Write new lyrics to an old television Theme Song (such as the The Brady Bunch, Gilligan's Island, or The Flintstones.)

Form an Hypothesis and outline all the steps of the Scientific Method about the factors that led to an historical event.

Interview an Historical Character about his/her role in the events your are studying.

Make a Journal/Diary Entry expressing the thoughts that a person from the past may have had about a particular event.

Create a Video (Documentary or Newscast) for a Historical Event.

Write a Poem/ Creative Story based on actual historical events.

Evaluation: Judge the value of information based on personal values and opinions.

Make a Top Ten List of major contributions of a group, society, or individual. Provide a written explanation for why you selected each item on your list.

Conduct a Debate, Class Discussion, or Mock Trial of a controversial issue.

Write a Persuasive Paper or Editorial explaining why people should accept your particular view on an issue.

Make a Judgment on whether or not you believe a particular historical event had a positive or negative effect. Make sure that you present both sides of the issue.

Create a Matrix showing the pros and cons of an event. Then persuade the class why they should accept or reject an idea.

Write an Editorial supporting your point of view of why an event is important.

Create a Hero/Villain Poster for an historical figure who has qualities of both. Make a decision on which qualities represent this person best.

Write Historical Letters sharing concerns and opinions that may have been written between two people who were directly involved in an historical event.

Throughout this course, we will rely heavily on project-based learning. For a justification of this practice, please refer to my Educational Philosophy.

Students will be constantly and continually be assessed as they progress through the project process. For a detailed account of how students will be evaluated throughout this process, please refer to my Policies and Procedures (especially the 'Learning Process' and 'Evaluation Process' sections).

Go here to find the Project Rubric