American History Name______
Mr. D’Ambrosio Period______
Launching a New Nation
Project Outline - HONORS
TOPIC: ______DUE DATE: ______
You will receive a research topic focusing on American history from the late 1700s to 1860. You will need to research this topic in more depth, and then complete a writing assignment and a class presentation, as shown below. You may use Web resources, books, encyclopedias, etc.
STEP ONE – ORDER OF IMPORTANCE SCORE: ______/ 25
Ø After researching your topic, share five important facts about your topic. You may want to consider the “Five Ws” (Who, What, When, Where, Why).
Ø Place them in order from least important to most important fact.
Ø Each fact should be 4-5 sentences in length. This may be handwritten on this form or printed out using Microsoft Word or Google Docs.
Ø List what you believe is the most important fact about your topic as Fact #5. Be prepared to explain why you selected this fact.
1. ______
2. ______
3. ______
4. ______
* MOST IMPORTANT FACT *
5. ______
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Five-Facts Rubric
Fact #1 / The fact is excellently written, providing detail and nuance, and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is well written and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is mostly correct but there are issues with its relevancy and ranking. / There are major problems with the fact: It may be mostly incorrect, irrelevant, or ranked poorly. / The fact is incorrect, copied, and/or irrelevant.
Fact #2 / The fact is excellently written, providing detail and nuance, and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is well written and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is mostly correct but there are issues with its relevancy and ranking. / There are major problems with the fact: It may be mostly incorrect, irrelevant, or ranked poorly. / The fact is incorrect, copied, and/or irrelevant.
Fact #3 / The fact is excellently written, providing detail and nuance, and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is well written and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is mostly correct but there are issues with its relevancy and ranking. / There are major problems with the fact: It may be mostly incorrect, irrelevant, or ranked poorly. / The fact is incorrect, copied, and/or irrelevant.
Fact #4 / The fact is excellently written, providing detail and nuance, and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is well written and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is mostly correct but there are issues with its relevancy and ranking. / There are major problems with the fact: It may be mostly incorrect, irrelevant, or ranked poorly. / The fact is incorrect, copied, and/or irrelevant.
Fact #5 / The fact is excellently written, providing detail and nuance, and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is well written and it is in the student’s own words. The fact is correct, relevant, and properly ranked. / The fact is mostly correct but there are issues with its relevancy and ranking. / There are major problems with the fact: It may be mostly incorrect, irrelevant, or ranked poorly. / The fact is incorrect, copied, and/or irrelevant.
STEP TWO – CLASS PRESENTATION SCORE: ______/ 30
Ø You will create a classroom presentation that highlights the 5 most important facts about your topic. Your presentation should be creative and engaging.
Ø Your presentation will need to be at least 5 minutes in length. Points will be deducted if the presentation is under 5 minutes.
Ø You can choose from the list of presentation ideas below. If you have another idea, it will need to be approved prior to your presentation.
Ø IMPORTANT: If you choose to create a digital presentation, you will need to link it to Google Classroom. Log into your Google Classroom account and look for the “Launching a New Nation Presentation” assignment. You can link to your presentation there.
- creative visual aide or travel brochure or diorama
- musical rap or song,skit or play
- graph, map (scribblemaps.com), chart, drawing, or painting - Wordle.net word cloud
- PowerPoint, Google Presentation, Prezi.com, or Powtoon.com presentation
- Animoto.com (CODE: a4ed'am3wVBBYcJ), edu.glogster.com (educator code: 6HD569), Toondoo.com, animaker.com
- Create a Web site – weebly.com
- http://www.scholastic.com/graphix/createcomic.htm - Comic book
- original video/TV advertisement – videotoolbox.com, digitalfilms.com, or Windows Movie Maker
- Alice 3D Virtual World, Scratch, game or video game
- original audio/radio announcement, Voki.com (create an avatar), Blabberize.com
- Create an Instagram account for a historical character or event.
- scale model, Google Sketch-Up
- Create a Twitter feed for a historical character, complete with links, photos, etc.
- Create an interactive quiz for your classmates! getkahoot.com
- Create a Google My Maps interactive map (Great for showing battle locations, an explorer’s journey, or the location of historical events.)
PRESENTATION RUBRIC
Category / 5 / 4 / 3 / 2 / 1Creativity / The presentation conveys the five facts in a wholly unique and original way while consistently demonstrating innovative thinking. / The presentation conveys the five facts in a mostly unique and original way while demonstrating some innovative thinking. / The presentation conveys the five facts but shows little evidence of creativity or innovative thinking / The presentation has very little originality and lacks innovative thinking / The presentation completely lacks originality and has no evidence of creative effort.
Relevance / The presentation deeply explores the assigned topic without wandering into unrelated content. / The presentation explores the assigned topic without wandering into unrelated content. / The presentation superficially explores the assigned topic and may include some off-topic content / The presentation only touches the surface of the assigned topic and includes off-topic content / The presentation is mostly off topic and does not adequately identify the assigned topic.
Content / The presentation is factually correct and demonstrates a comprehensive understanding of the content. Student makes meaningful connections to other historical events, current issues, or relevant situations. / The presentation may have 1 or 2 factual mistakes but still demonstrates a strong understanding of the content. The student attempts to make meaningful connections to other historical events, current issues, or relevant situations. / The presentation has multiple factual errors or shows a very weak understanding of the content. There are few if any attempts to make meaningful connections to other historical events, current issues, or relevant situations. / The presentation lacks much of the essential information about the topic. There are no attempts at making connections to other historical events, current issues, or relevant situations. / The presentation is mostly inaccurate and shows little to no evidence that they understand the content.
Engagement
/ The student passionately presents the content in an active and interesting way, using multiple methods of audience engagement. The audience feels as though they are part of the presentation and pay attention. / The student presents the content in an active and interesting way, with some attempt at audience engagement. The audience pays attention but may not feel as though they are participants in the learning. / The student presents the content with few attempts at audience engagement. Some members of the audience do not pay attention and there is almost no participation from the audience. / The student presents the content with almost no attempt to engage the audience. The audience is mostly disinterested and disengaged. / The student presents the content without attempting to engage the audience. The audience is disinterested and disengaged.
Effort / The presentation demonstrates an outstanding level of preparation and investment in the project / The presentation demonstrates preparation and a meaningful investment of time in the project. / The presentation demonstrates little preparation with little evidence that much time or thought was invested in the project. / The presentation lacks evidence of preparation with almost no evidence that time was invested in the project. / The presentation shows no evidence of preparation or the student was unable to complete their presentation.
Time / The presentation was 5 minutes or longer. / The presentation was under 5 minutes in length. / The presentation was under 4 minutes in length. / The presentation was under 3 minutes in length. / The presentation was under 2 minutes in length.
SCORE: / ____ / 30
To learn more about American history during the 1800s, visit: west.eteaching101.com Twitter & Instagram: @eteaching101