Stories of Struggle - Assignment Breakdown and Due Dates

Assignment #4 - Research Report (20 Points) - Due May 18th
1) Identify your GOAL:
Examine the research you have already accomplished and think about the story you want to tell.  Let me know your story by writing a single well-worded sentence.  For example, “The story I want to tell is how thousands of people used countless acts of civil disobedience to end legal segregation in the United States.”  This goal will drive everything you do and is extremely important!

2) Identify the HOLES in your research:
After creating your goal, write down a list of the things you still need for your final project.  What other information do you still need?  What other evidence do you still need?  

3) RESEARCH:
Try to fill in your research HOLES, by analyzing at least 3 MORE high-quality resources using the following criteria:

• Title of the resource and where the resource can be found (citation)
• Introduction
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you introduce your group and the change they struggled to achieve?
• Challenges
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the challenges your group faced when trying to change society for the better?
• Strategies
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the strategies your group used when trying to change society for the better?

4) MEDIA COLLECTION
Begin downloading/saving/capturing all of the media you will need for your project.  You MUST create a DROPBOX account, create a folder for this project and share the folder with me.

Note: Some assignments above may be broken down even further to help guide your progress.

Stories of Struggle Assignment #3 - Resource Investigations
 

Due May 11th
Investigate at least 3 high-quality resources, including at least one video, and identify the following information and evidence:

• Title of the resource and where the resource can be found (citation)

• Introduction
  • What information & evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you introduce your group?  Who is your group, what were their goals?  What change did they struggled to achieve?  How did society fail to meet the needs of your group of people?
• Challenges
  • What information & evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the challenges your group faced when trying to change society for the better?
• Strategies
  • What information & evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the strategies your group used when trying to change society for the better?

Grading:

COPY THE TEMPLATE BELOW TO YOUR RESEARCH LOG

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Resoource Investiagtion Template

Title of the resource and where the resource can be found (citation)

Introduction
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you introduce your group and the change they struggled to achieve?

Challenges
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the challenges your group faced when trying to change society for the better?

Strategies
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the strategies your group used when trying to change society for the better?

Other

Stories of Struggle 

How can active citizens make conscious choices to change society for the better?

Enduring Understanding(s):
Progress is Possible: Students will understand the purpose of society and how active citizens are able to make conscious choices to change society.

Enduring Skill(s):
Multimedia Presentation: Students will be able to create a multimedia product that effectively achieves its stated purpose - to inform and persuade your audience to support a positive change in society.

Essential Questions:
What is the purpose of society and how and why do societies meet or fail to meet the needs of its people?

What challenges have people faced as they struggled to change American society for the better?

What strategies have people used as they struggled to change American society for the better?

What is left to be done? How can we create a better society in the future and what challenges  might we face?

NOTES:
Your videos will be shared with the community on the Harwood website and with the world on youtube.  
You will also be sharing your video with the class, and possibly community members, on the final exam day.

Learning Plan (Syllabus):

Assessment

Content Rubric

Multimedia Presentation Checklist

Stories of Struggle - Assignment Breakdown and Due Dates

Assignment #1 - Choose your topic (2 Points) - Due May 1st
On a separate sheet of paper, please identify the group you will research and the change in society they struggled to achieve?

Assignment #2 - Create a Research Log (3 Points) - Due May 4th
Using your Harwood email, create a Google Doc and rename it “lastname+Research” (i.e. HenchenResearch) then share it with me at henchenm@harwood.org

Assignment #3 - Research Progress (10 Points) - Due May 11th
Analyze at least 3 high-quality resources, including at least one video using the following criteria:

• Title of the resource and where the resource can be found (citation)
• Introduction
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you introduce your group and the change they struggled to achieve?
• Challenges
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the challenges your group faced when trying to change society for the better?
• Strategies
  • What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the strategies your group used when trying to change society for the better?

Note: Some assignments above may be broken down even further to help guide your progress.

Resource Analysis                Group Under Study____________________________               
Student Name______________________    What change did they fight for? _________________   

Title of the resource and where the resource can be found (citation)

Introduction
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you introduce your group and the change they struggled to achieve?

Challenges
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the challenges your group faced when trying to change society for the better?

Strategies
What evidence can you find (audio, video, image, graphics, statistics, quotes etc.) that will help you illustrate the strategies your group used when trying to change society for the better?

Other

E Block

Part One:

Conduct some internet research and write a list of as many myths of the Civil War era that you can find.  Try to use at least two sources. 

You will be asked to share at least one of your myths with the rest of the class in seminar-style discussionm, so be prepared to share.

You will also be asked to turn in your complete list at the end of class

Part Two:

Working in pairs or individually, research ONE myth and create a student handout that explains your myth and provides evidence for proving what the myth and the reality of your topic is. 

H Block

 Working in pairs or individually, research ONE myth of the Civil War and create a student handout that explains your myth. Please be sure to answer the following questions:

1. What is the myth you will be exploring?
2. Why is this a myth and what is the reality?  Be sure to give evidence to back up your arguments!
3. Why is this myth told?

This handout should help fellow students understand your myth.  Please use student-friendly language and explain thoroughly.  Feel free to use select quotes, but be sure to cite your source.

EMAIL ME YOUR HANDOUT BY THE END OF CLASS!  (be sure to include who was in your group)

THE MYTHS

• Northerners were not racist and were against slavery.
  
•  Since most Southerners did not own slaves, most Southerners did not actually support slavery.
• The South could have won if the Southern Generals made better decisions.
• All Civil War battles were fought in the American Southeast.
• The Civil War was the bloodiest war in American history.
• Lincoln's Emancipation Proclamation ended slavery.
• The Union (North) declared war primarily to end slavery.
• After the Civil War, black men were treated equally in the South.
• The South seceded (withdrew from the Union) over States Rights.
• The South seceded (withdrew from the Union) over issues of Tariffs and Taxes.
• Lincoln was not a racist.

Google "civil war myths" and skim the resources for your myth or google your myth directly.

1) Re-thinking the Civil War - What were some myths versus realities of the Civil War?

Activities:

• Research myths of the Civil War and share in seminar style discussion
• Explore the differences between the North and South through an historical role-play
• Clarify causes and outcome of the Civil War through short multimedia presentation

2) The Promise and Failure of Reconstruction and the Rise of the Jim Crow system of segregation - How did the end of slavery lead to new forms of oppression and how were these forms of oppression challenged?

Activities:

• Explore the goals and eventual failure of Reconstruction through PBS video
• Understand the development of the Jim Crow System of racial segregation by reading 'Freedom's Main Line,' answering questions and discussing seminar style - and watching segments from PBS's video Slavery by Another Name

3) Related Struggles post-Civil War

• Women - Watch segments from Iron Jawed Angels
• Poor and Working Class
• Latino and Asian
• Gay

4) The modern Civil Rights Era - how did the modern civil rights movement challenge inequality and what is left to be done?

Foreign Policy 1800's

This is a stepped assignment:

Objective
The objective of this assignment is to prove your understanding of U.S. foreign policy in the 1800’s. 

Directions
This is a stepped assignment: CHOOSE ONE OF THE FOLLOWING CHOICES!

Level C (up to a C)
Answer the following questions using your best academic writing:
Non-interventionism means that you do NOT believe in getting involved in the affairs of other nations. 
Describe three historical events that prove the foreign policy of the U.S. during the 1800’s was NOT driven by the beliefs in non-interventionism.  Please be sure to explain each event clearly. 
 Why is it important for Americans to understand that we have been an aggressive and militant nation?

Level B (up to a B)
Below you will find the introduction to an essay on foreign policy in the 1800’s.  Your job is to finish writing the essay. 
 You will need to provide clear evidence to back up your claims - and you will need to cite your sources in parentheses.
 This should be a 5 paragraph essay. 
The first paragraph (the introduction) is written for you below. 
The next three paragraphs should provide clear evidence to back up the claims made in the introduction. 
The final paragraph should discuss the importance of having a truthful understanding of our past foreign policy.
 You should rely mostly on class resources, but please feel free to conduct your own research as well.

Introduction
    Most Americans are taught that the foreign policy of the United States during the 1800’s was driven primarily by beliefs in isolationism, neutrality and/or non-interventionism.  In reality however, the foreign policy of the U.S. was driven by beliefs in imperialism, manifest destiny, and conquest.  By ignoring the reality of our foreign policy we are not only keeping Americans from learning the truth, we are also perpetuating misguided beliefs about our country that will continue to have a profound impact on our future. 

Level A (up to an A)
Finish the essay as described in Level B and then record yourself reading the essay.  Use a digital story tool to add pictures to your essay, save it as a finished movie and place it in our U.S. History Dropbox folder.

Read the article "Ghost Dance at Wounded Knee" (below) and watch the following clip from the film 500 Nations before answering the following questions...

This is a stepped assignment:

Level C (up to a C)

1)  How did the U.S. government view American Indians and their culture in the second half of the 19th century (1800’s)?

2)  What is a cultural misunderstanding and why do cultural misunderstandings frequently lead to conflict?

3)  Why did Sitting Bull want to bring the Ghost Dance to his people? Why did the dance frighten whites?

4)  How and why did things get out of hand at Wounded Knee?

Level B (up to a B)

Conduct some research and write a short paragraph that discusses at least 3 modern-day issues current-day Lakota Sioux people are struggling with.

Level A (up to an A)

Research the Native Americans that lived in Vermont before Europeans arrived and prepare a presentation to the class.  How do place-names in and around Vermont reflect Indian presence?  What current issues are local indians struggling with?

Click here to download:

Ghost_Dance_at_Wounded_Knee.pdf (1.19 MB)

(download)

Click here to download:

Ghost_Dance_at_Wounded_Knee.pdf (1.19 MB)