As we see in popular culture and movies, people are fascinated by the lives of the “bad guys.” Our students get excited when they learn about Billy the Kid or Al Capone, so let them explore the lives and history surrounding some of history’s worst villains. In the last assignment students read a biography and composed an essay on what they learned. However, there are many ways to demonstrate learning and in this modern age, students are familiar with flip camera’s, multimedia editing tools on their home computers, and are inspired by TV and the internet to create more dynamic and engaging content than just an essay. In this assignment, individual students will create their own biographical history clip about their favorite "worst" villain and the class will compile these into a "show" about the worst villains in history.
Title: Worst Historical Villain Ever! Assignment
Objective/s: Learner will create a video/audio clip about their favorite historical “bad guy.”
Assignment type: Summative
Assignment Details:
1. Student will select a historical bad guy. The instructor may want to provide a list and include some details that might entice students to choose individuals appropriate to the course or time period you are teaching. No two students should do the same person as the projects will be compiled later into a cohesive class project.
2. Using library and web resources, students will collect biographical information and open source images or even news footage about their "bad guy".
3. The learner will compose a well organized, grammatically sound one page summary based on their research about the individual’s life.
4. The learner will develop a slide show, video, or other multimedia piece that is approximately 5 minutes long and illustrates the villain’s life and why he or she was a “bad guy.”
5. Discuss as a class some qualifiers on what makes the “bad guy” the worst. Is it their ruthlessness? The number of people impacted by their actions? Is it the kind or number of crimes committed?
6. Class will watch/listen to each clip and vote for the “worst” historical villan. Then the class will use the rankings by the votes and compile the clips in order from least to most voted for villain to create a cohesive class project. Schools, students, and instructors may have various tools at their disposal for students to use to create this multimedia project. The instructor may want to take class volunteers to lead the technical aspects of this project and/or make necessary tools available. (A face to face classroom might just have the instructor video a live presentation, but I encourage all instructors to think more creatively and not underestimate students.) Encourage creativity and teamwork among the class. Consider breaking the class into production groups. (Production groups will be discussed in the next blog post.)
This rubric focuses on phase one of this project which is the individual student creating a multimedia project for their research on a historical villain. We will discuss the class project in the upcoming blog:
Composed a one page summary of biographical information about the villain - 20 points
Summary and project contains minimal grammar errors - 20 points
Cited Biography used for assignment in proper APA or MLA format-10 points
Created a detailed, well organized, engaging, and creative multimedia representation of their villain - 50 points
The rubric is purposely vague for the actual multimedia project as what your students have available and what you might expect varies dramatically. I encourage you to consider building an evaluation rubric for the multimedia piece with your class. Once you have some examples, you should share them from term to term to help students think about what they could do. Brainstorm with your class how they might develop their project. Do they have access to video cameras? What tools do they have on their computers at home and at school to build this project? How do TV channels like the history channel convey events and history? Can the students reinact an event? Would small scale replicas work? Can students offer each other assistance? For example, John owns a video camera and Julie has an editing program for video on her computer. How can they help each other get their projects completed?
Most importantly have fun and don’t let yourself or your students get lost in the technology and lose sight of the history. The overall quality of the multimedia product in the end may be poor or vary greatly from student to student but the content and learning will be rich!
Thursday, March 24, 2011
Thursday, March 10, 2011
Women’s History Month Biography Assignment
My young daughters can’t imagine a world where they couldn’t play sports, get an education, or have any career they can imagine for themselves. Frankly, I can’t imagine growing up in a society that limited me based on my gender either. However, this was not always the case which is why March is Women’s History Month. To highlight the historical significance of individuals, consider assigning a biography assignment. For this post I will highlight some hippocampus.org materials related to Women’s History Month but this same assignment could be used for any group of individuals like Presidents, Civil Rights leaders, or even outlaws.
Title: Biography Assignment
Objective/s: Learner will read the biography of one woman from United States history. Student will then summarize life of that individual in a 3-5 page paper.
Assignment type: Summative
Assignment Details:
1. Student will select a key historical female figure from US history. The instructor may want to provide a brief list and include some details that might entice students to choose less famous individuals. The instructor may also want to limit the number of students researching the same individual particularly if the papers are to be shared.
2. Using library resources, students will locate a biography on that individual and read the biography.
3. The learner will compose a well organized, grammatically sound summary based on that biography about the individual’s life. The 3-5 page summary should include the most important events that lead to that person's historical contribution to society. The student will be sure to relate the historical significance of individual to our present day.
4. The final paragraph should be a brief review of the biography. Would they recommend it to others? Did they find the story inspiring? Was the author biased in any way for or against the individual?
Rubric Based on a 100 Point assignmentComposed a 3-5 page summary of the biography -10 points
Assignment contains minimal grammar errors -10 points
Highlighted the most important events that lead to the historical significance of that individual and described the impact of their lives on our present- 50 points
Cited Biography used for assignment in proper APA or MLA format -10 points
Evaluated overall impression of the biography on the student in final paragraph- 10 points
Assignment is well organized and contains beginning, middle and end- 10 points
There are so many options with how students could present this same information to the class that my paper seems a bit “traditional” considering the online environment that I’m presenting it. However, I will carry this theme to upcoming assignments that will be less traditional.
Title: Biography Assignment
Objective/s: Learner will read the biography of one woman from United States history. Student will then summarize life of that individual in a 3-5 page paper.
Assignment type: Summative
Assignment Details:
1. Student will select a key historical female figure from US history. The instructor may want to provide a brief list and include some details that might entice students to choose less famous individuals. The instructor may also want to limit the number of students researching the same individual particularly if the papers are to be shared.
2. Using library resources, students will locate a biography on that individual and read the biography.
3. The learner will compose a well organized, grammatically sound summary based on that biography about the individual’s life. The 3-5 page summary should include the most important events that lead to that person's historical contribution to society. The student will be sure to relate the historical significance of individual to our present day.
4. The final paragraph should be a brief review of the biography. Would they recommend it to others? Did they find the story inspiring? Was the author biased in any way for or against the individual?
Rubric Based on a 100 Point assignmentComposed a 3-5 page summary of the biography -10 points
Assignment contains minimal grammar errors -10 points
Highlighted the most important events that lead to the historical significance of that individual and described the impact of their lives on our present- 50 points
Cited Biography used for assignment in proper APA or MLA format -10 points
Evaluated overall impression of the biography on the student in final paragraph- 10 points
Assignment is well organized and contains beginning, middle and end- 10 points
There are so many options with how students could present this same information to the class that my paper seems a bit “traditional” considering the online environment that I’m presenting it. However, I will carry this theme to upcoming assignments that will be less traditional.
Thursday, February 24, 2011
Historical Documentary and Video Reflection Assignment
It is said that a picture can be worth a thousand words, and videos can get students thinking about content in a familiar yet powerful way. Reading Martin Luther King’s “I Have a Dream” speech fails to move students like listening to his voice and watching him deliver the message. In this assignment, students will reflect on videos that the instructor provides and compose a journal exercise about their experience.
Title: Video Reflection
Objective/s: Learner will observe a video/documentary of an historical moment and reflect on their observations, surprises, emotional reaction, and what they learned by watching the video.
Assignment type: Formative
Assignment Details:
1. Students are informed of the topic and background information related to the video they will watch. This background information may come from a text, Hippocampus materials, instructor lecture, or other outside reading.
2. Ideally, you will have access to video resources, but if you don’t YouTube is one place to start and American Rhetoric has a database of famous speeches including 5 minutes of Martin Luther King’s speech. An internet search can pull a great deal more resources like news footage from events like the Cuban Missile Crisis and the JFK assassination.
3. Before watching the video, students will jot down what they know about the topic.
4. Students will watch video and answer the following additional questions:
- What did you observe about the event or person/people in the video?
- What did you notice in the video that really surprised, stunned, or interested you?
- What emotional reaction did you have to this video and why?
- What did you learn about the topic from this video that you did not know before? (You may want to require a minimum here of 3 facts or ideas)
- Is there anything missing from the video that you think would help you better understand the event?
5. Particularly if the video is not direct footage from an event but rather more a documentary or history channel type movie, ask your students “What message or information did the author intend with this video? Do you think the author had a particular bias?” If the video is a primary source footage, ask your student to analyze properties of the video. “Is there an angle you wish you could see or information that you are missing from this first-hand account of the event?” “Did you see the video without major editing or was this a clip that may be out of context?”
6. Student will compose a one page journal type entry reflecting on the questions you provided in a concise well organized way. The entry should be grammatically correct and include citation as necessary.
Rubric
Compose a one page journal response and reflection to video. 0-25 points
Use proper grammar and citation. 0-25 points
Respond to questions provided by the instructor on the assignment in a thoughtful and substantive way. 0-50 points
Title: Video Reflection
Objective/s: Learner will observe a video/documentary of an historical moment and reflect on their observations, surprises, emotional reaction, and what they learned by watching the video.
Assignment type: Formative
Assignment Details:
1. Students are informed of the topic and background information related to the video they will watch. This background information may come from a text, Hippocampus materials, instructor lecture, or other outside reading.
2. Ideally, you will have access to video resources, but if you don’t YouTube is one place to start and American Rhetoric has a database of famous speeches including 5 minutes of Martin Luther King’s speech. An internet search can pull a great deal more resources like news footage from events like the Cuban Missile Crisis and the JFK assassination.
3. Before watching the video, students will jot down what they know about the topic.
4. Students will watch video and answer the following additional questions:
- What did you observe about the event or person/people in the video?
- What did you notice in the video that really surprised, stunned, or interested you?
- What emotional reaction did you have to this video and why?
- What did you learn about the topic from this video that you did not know before? (You may want to require a minimum here of 3 facts or ideas)
- Is there anything missing from the video that you think would help you better understand the event?
5. Particularly if the video is not direct footage from an event but rather more a documentary or history channel type movie, ask your students “What message or information did the author intend with this video? Do you think the author had a particular bias?” If the video is a primary source footage, ask your student to analyze properties of the video. “Is there an angle you wish you could see or information that you are missing from this first-hand account of the event?” “Did you see the video without major editing or was this a clip that may be out of context?”
6. Student will compose a one page journal type entry reflecting on the questions you provided in a concise well organized way. The entry should be grammatically correct and include citation as necessary.
Rubric
Compose a one page journal response and reflection to video. 0-25 points
Use proper grammar and citation. 0-25 points
Respond to questions provided by the instructor on the assignment in a thoughtful and substantive way. 0-50 points
Thursday, February 10, 2011
The WOW Factor assignment
The posts so far this year have been very “serious” assignments leading to a big project. However, students need lower stakes assignments to practice and experiment with their writing skills. Also when learning new topics, students need time and encouragement to reflect on what they’ve learned.
The WOW Factor assignment encourages students to share with their class and instructor something that really surprised them in their reading, research or study of the topics for that unit or had them say “I didn’t know that” or “WOW! That’s cool!” The topic may also encourage them to ask questions or say “I would like to know more”.
Title: The WOW Factor
Objective/s: Learner will develop an internal dialogue while reading, studying, and researching history. Learner will build note taking skills. Learner will reflect on the content they are studying.
Assignment type: Formative
Assignment Details:
1. Students are assigned reading from texts and other sources, but many students view this as a passive process and often fall asleep on the book hoping for some sort of learning osmosis to occur. To be more effective readers and efficient students, learners should carry on an internal dialogue while reading. Check out this resource for some great lessons to implement in your courses about talking to the author and building critical thinking skills. If you can not conduct an activity to teach this skill, at least with adult learners share some resources about Question-Answer Relationships while reading. Be sure to share with your adult learners that this skill is expected but often not taught, and that a study skill like this can be more effective and efficient.
2. Now that the students understand what is expected of them while reading, it is time for them to practice the skill. While reading the required text or participating in a content discussion, the student will write down at least 5 WOW “I didn’t know that” or “That’s amazing” facts. Then for each WOW, they are to write at least 3 questions about that topic that come to mind and they would ask the author. Breaking from the traditional note taking techniques, the student is learning to engage with content and if they own the book could write their WOW facts and questions right on the page.
3. Students will then select one WOW fact and questions and build a reflective assignment that they will share in a discussion with their classmates. At the top of the document the student will quote or paraphrase the WOW fact and provide the source of that fact in APA or MLA format. The student will write a brief paragraph about why that information excited them or why they related to that information or found it most interesting. Then below the paragraph they will list each of their internal dialogue questions with an answer for each that may have come from more reading, research, or the answer may be they didn’t find anything definitive but they found out something else interesting related to the fact. Each answer should also include the source in APA or MLA format.
4. Student will post their WOW assignment in a discussion to share with classmates.
5. Student will respond to at least two classmates WOW assignments with 2 additional questions/answers and resources they found to answer their new questions.
Rubric: Based on 100 points
Student selects and posts in a discussion their WOW fact and asks 3 questions. -20 points
Student included a paragraph about why that fact interested them and how they relate to that term. -10 points
Student cites sources for WOW fact and the answers to their 3 questions. -10 points
Student included the answers to their questions in their post or additional information they located about the topic. -30 points (10 points for each question)
Student responded thoughtfully in a supportive and constructive manner to at least 2 classmates’ submissions. The response should include at least 2 more questions, answers, and sources. -30 points (15 points for each response to a classmate)
The WOW moments are now spreading through your class. Students may realize from reading each other’s WOW assignments that they overlooked something interesting in their reading and go back to read it again. Students will encourage each other to think critically about the content they are discussing and find the answers together. History is a broad subject that doesn’t have to bore students. Instead, they can find the areas that most excite them. For example, they might be fascinated with fashion from a certain age or how a weapon or sport became popular. Instead of sitting passively waiting for all the “facts” of history to somehow be absorbed for a test, they can activate their prior knowledge of a subject, engage with new content, and share their excitement with others.
The WOW Factor assignment encourages students to share with their class and instructor something that really surprised them in their reading, research or study of the topics for that unit or had them say “I didn’t know that” or “WOW! That’s cool!” The topic may also encourage them to ask questions or say “I would like to know more”.
Title: The WOW Factor
Objective/s: Learner will develop an internal dialogue while reading, studying, and researching history. Learner will build note taking skills. Learner will reflect on the content they are studying.
Assignment type: Formative
Assignment Details:
1. Students are assigned reading from texts and other sources, but many students view this as a passive process and often fall asleep on the book hoping for some sort of learning osmosis to occur. To be more effective readers and efficient students, learners should carry on an internal dialogue while reading. Check out this resource for some great lessons to implement in your courses about talking to the author and building critical thinking skills. If you can not conduct an activity to teach this skill, at least with adult learners share some resources about Question-Answer Relationships while reading. Be sure to share with your adult learners that this skill is expected but often not taught, and that a study skill like this can be more effective and efficient.
2. Now that the students understand what is expected of them while reading, it is time for them to practice the skill. While reading the required text or participating in a content discussion, the student will write down at least 5 WOW “I didn’t know that” or “That’s amazing” facts. Then for each WOW, they are to write at least 3 questions about that topic that come to mind and they would ask the author. Breaking from the traditional note taking techniques, the student is learning to engage with content and if they own the book could write their WOW facts and questions right on the page.
3. Students will then select one WOW fact and questions and build a reflective assignment that they will share in a discussion with their classmates. At the top of the document the student will quote or paraphrase the WOW fact and provide the source of that fact in APA or MLA format. The student will write a brief paragraph about why that information excited them or why they related to that information or found it most interesting. Then below the paragraph they will list each of their internal dialogue questions with an answer for each that may have come from more reading, research, or the answer may be they didn’t find anything definitive but they found out something else interesting related to the fact. Each answer should also include the source in APA or MLA format.
4. Student will post their WOW assignment in a discussion to share with classmates.
5. Student will respond to at least two classmates WOW assignments with 2 additional questions/answers and resources they found to answer their new questions.
Rubric: Based on 100 points
Student selects and posts in a discussion their WOW fact and asks 3 questions. -20 points
Student included a paragraph about why that fact interested them and how they relate to that term. -10 points
Student cites sources for WOW fact and the answers to their 3 questions. -10 points
Student included the answers to their questions in their post or additional information they located about the topic. -30 points (10 points for each question)
Student responded thoughtfully in a supportive and constructive manner to at least 2 classmates’ submissions. The response should include at least 2 more questions, answers, and sources. -30 points (15 points for each response to a classmate)
The WOW moments are now spreading through your class. Students may realize from reading each other’s WOW assignments that they overlooked something interesting in their reading and go back to read it again. Students will encourage each other to think critically about the content they are discussing and find the answers together. History is a broad subject that doesn’t have to bore students. Instead, they can find the areas that most excite them. For example, they might be fascinated with fashion from a certain age or how a weapon or sport became popular. Instead of sitting passively waiting for all the “facts” of history to somehow be absorbed for a test, they can activate their prior knowledge of a subject, engage with new content, and share their excitement with others.
Saturday, January 29, 2011
History Research Paper Series--Presenting and Defending
It is time to celebrate your students’ hard work and successes! At the end of the semester or school year, this assignment will help recap their writing experiences, highlight all of the content they learned, and encourage self reflection in a positive way.
Title: History Research Paper Series--Presenting and Defending
Objective: Learner will reflect on their content learning and development of writing skills over the course of the term or year. This reflection will encourage their strengths to be continued in upcoming terms, provide a sense of accomplishment, and also review the content topics discussed during your time together. Additionally, the student will learn to evaluate the work of others as well as begin to learn to “defend” their own work.
Assignment type: Summative
Assignment Details:
-Student will select their best historical research assignment of the term or school year. The instructor should emphasize that it might not be the one they got the best grade on as the evaluation of those writing experiences may have changed or had different goals during the year.
-How do they pick? Ask students to reflect on which assignment they are most proud of or that taught them something they didn’t expect or even challenged them the most. Which paper is the most readable for the audience, the class, or would be most relevant to the audience? Which paper is the most interesting to the student?
-After selecting their favorite research and writing assignment of the year, the student is to edit and improve the paper based on comments from the instructor when it was graded and make changes they wish they had done the first time. Does it need more sources, more supporting details, more explanation, a better conclusion? Does it have a catchy title and a first paragraph that intrigues the reader?
-Students will share copies of their perfected paper with their classmates (each student should get a copy of each paper). Students will read papers before “defense day” and make edits, provide a statement of one item that is really great about the paper, and list at least one question to ask during the defense of the paper.
-Student will present the paper to their classmates.
-Class will ask questions regarding the topic and thesis, and the presenter will answer questions and defend their paper. (Instructor is to act as a moderator not as a participant of the audience)
-Student will collect all the copies of his or her paper with comments from their class and have the opportunity to make final improvements before submitting the paper again to the instructor.
Rubric (Based on 100 points but considering the summative aspect could be worth more toward the final grade in the course)
Student selected paper from the term and made edits to that paper for classmates to review.-10 points
Student presented and defended paper and thesis statement to classmates.-20 points
Student responded thoughtfully in a supportive and constructive manner to all the papers of his or her classmates including providing edit marks as well as one item the student did well and one question for the defense. -20 points
Student submitted an improved version of the paper to the instructor.-50 points
This may be a tough assignment for some students because it will certainly push them out of their comfort zone, and in some cases may be done more effectively in a small group. However, as I recall my graduate college years, I remember feeling unprepared for “paper readings” and especially defending my master’s thesis. In “real” life we often get the chance to improve our work and then “defend” or persuade others that it is good and well researched. Students don’t often get the opportunity to show they can apply what they’ve learned to improve their work because they are starting from scratch with each assignment. This assignment focuses on the next step which is taking ideas and building them into something better. With this assignment the entire class is getting a review of historical content by reading the papers and listening to the presentations, and everyone is also working on editing and evaluation skills that they can apply to their own work.
Title: History Research Paper Series--Presenting and Defending
Objective: Learner will reflect on their content learning and development of writing skills over the course of the term or year. This reflection will encourage their strengths to be continued in upcoming terms, provide a sense of accomplishment, and also review the content topics discussed during your time together. Additionally, the student will learn to evaluate the work of others as well as begin to learn to “defend” their own work.
Assignment type: Summative
Assignment Details:
-Student will select their best historical research assignment of the term or school year. The instructor should emphasize that it might not be the one they got the best grade on as the evaluation of those writing experiences may have changed or had different goals during the year.
-How do they pick? Ask students to reflect on which assignment they are most proud of or that taught them something they didn’t expect or even challenged them the most. Which paper is the most readable for the audience, the class, or would be most relevant to the audience? Which paper is the most interesting to the student?
-After selecting their favorite research and writing assignment of the year, the student is to edit and improve the paper based on comments from the instructor when it was graded and make changes they wish they had done the first time. Does it need more sources, more supporting details, more explanation, a better conclusion? Does it have a catchy title and a first paragraph that intrigues the reader?
-Students will share copies of their perfected paper with their classmates (each student should get a copy of each paper). Students will read papers before “defense day” and make edits, provide a statement of one item that is really great about the paper, and list at least one question to ask during the defense of the paper.
-Student will present the paper to their classmates.
-Class will ask questions regarding the topic and thesis, and the presenter will answer questions and defend their paper. (Instructor is to act as a moderator not as a participant of the audience)
-Student will collect all the copies of his or her paper with comments from their class and have the opportunity to make final improvements before submitting the paper again to the instructor.
Rubric (Based on 100 points but considering the summative aspect could be worth more toward the final grade in the course)
Student selected paper from the term and made edits to that paper for classmates to review.-10 points
Student presented and defended paper and thesis statement to classmates.-20 points
Student responded thoughtfully in a supportive and constructive manner to all the papers of his or her classmates including providing edit marks as well as one item the student did well and one question for the defense. -20 points
Student submitted an improved version of the paper to the instructor.-50 points
This may be a tough assignment for some students because it will certainly push them out of their comfort zone, and in some cases may be done more effectively in a small group. However, as I recall my graduate college years, I remember feeling unprepared for “paper readings” and especially defending my master’s thesis. In “real” life we often get the chance to improve our work and then “defend” or persuade others that it is good and well researched. Students don’t often get the opportunity to show they can apply what they’ve learned to improve their work because they are starting from scratch with each assignment. This assignment focuses on the next step which is taking ideas and building them into something better. With this assignment the entire class is getting a review of historical content by reading the papers and listening to the presentations, and everyone is also working on editing and evaluation skills that they can apply to their own work.
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