Choose one of the following projects: (rubrics for each are at the end of this packet) It’s gametime!
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AP World History Final Project Choices Due Date ___________ Choose one of the following projects: (rubrics for each are at the end of this packet) It’s GAMETIME! (1 – 2 people) Students must create a historically themed board game. The game must be educational in some way, not just use historical references. Careful – the tough part here is writing good test questions…no opinion questions. You must write your own questions. REQUIREMENTS: Students must create a game board if required (not just on a piece of paper) Students must create all playing pieces necessary Typed instructions must be professional (like you would find in any other store-bought game). 2 page explanation of reasoning, historical relevance and value of game. Give a demonstration of game to the class. Mr. Baker retains the game you create for future classroom use. Make Your Own DBQ! (1 person) Rationale: Students in Advanced Placement World History are expected to be able to write an essay response to a question based on a set of primary and secondary documents for the purpose of analyzing the documents, grouping the documents, recognizing point of view and making inferences about the topics in the documents. In order to become more familiar with the process, students will create their own DBQ. Requirements: Students will pick a topic in any time period covered this year. These topics can be found in the textbook and on the course syllabus. A typical topic might be to analyze the effects of Belgian colonization on the Congo region. For part one of the DBQ assignment, students will write a two to three page report (typed, double-spaced) on the topic. The purpose of this portion of the assignment is for students to become familiar with the events and concepts involved in the topic. Students will write their question for the DBQ essay. Students will select eight primary or secondary documents that give information, interpretation, graphic representation (maps, graphs, political cartoons) or otherwise relate to the topic. Documents should be chosen with the ultimate goal of answering the question on the topic. All documents must be cited by number with the sources clearly stated. (APA Format) Students will write the essay using their question and documents. The DBQ rubric from the AP World History reading will be used by the teacher to evaluate the essay. [ you should have a copy in your binder] History Rocks! (Historical Music Video) (small group 1 – 4 people max) You may write/record an original song in which the lyrics tell of a historical event or person. You should record your song so it can be playable through a laptop PC and projected through the class LCD projector (e.g., MPEG, iMovie, You-Tube, MovieMaker, etc., on a flash drive or CD-R). Make sure your skit is appropriate, clean, and respectful (no foul language or content). Requirements: Historical accuracy is a must Props – looking for at least 3 Full written song lyrics All group members must play a part in the video and help sing the song (even if its just background vocals) Must be presented to the entire class Must have historical relevance (concern an important event of moment in history – could even tell a story that runs through several scenes) Historical evidence must be included, this includes the mentioning of historical people, dates, etc. (looking for at least 5 pieces of evidence) Art History is SMART History! (1 person) Art not only provides enjoyment, it can give us insights about the societies and cultures from which it originated. Art is a reflection of the key values of the culture – or at least the values of some of the segments of the society – as it was created by or for them. It therefore necessarily incorporates key aspects of the political, economic and social attributes of the society. As the final assignment of the course you are going to explore the connections between a work of art and its historical, social and cultural context. Requirements: Create a PowerPoint or other type of visual presentation (I’m pretty flexible but check with me to make sure its ok) that presents your research and analysis. You must present your project to the class as part of your grade. Create a 2-3 page paper presenting your research and analysis. Turn in a print copy at the beginning of class. APA Format and proper citations a must Hint: research the various forms and styles of art represented in the region. Select one piece of art which will serve as the core of your project. It must be a work of art of some distinction or significance. Evaluate the work. Consider the following
You must visually record your skit and be able be able to play it on the smartboard projector through my desktop computer (e.g., MPEG (iMovie), You-Tube, Windows MovieMaker, etc., on a flash drive or CD-R). Make sure your skit is appropriate, clean, and respectful (no foul language or content). Requirements: Historical accuracy is a must Props – looking for at least 6 Full written script with a speaking part for each member Must be presented to the entire class Must have historical relevance (concern an important event of moment in history – could even tell a story that runs through several scenes Historical evidence must be incorporated, such as the discussion of historical people, events, etc. (looking for at least 6 pieces of evidence)
The itinerary should cover at least 9 cities and cover at least 3 continents. The destinations must be historically relevant and you must explain the benefit for history students of visiting these places. Your document should convince a committee that your choices are the best because they would allow students to see historical sites and/or experience an important part of the culture. Your itinerary should be realistic. It should progress in a logical fashion (don’t jump from Australia to Canada to Venezuala. Your report may be on paper, power point or Windows Movie Maker (or approved alternative format). If you do power point (or movie maker with no vocals, you must write a written script with the paragraphs on them). You must include a map of the route you are suggesting. Requirements: If written, must include a cover page Must include an illustration of each of the 9 cities (perhaps a famous landmark) Must include a brief written history of the city, an explanation of why that city is worthy of a visit and its historical relevance. Must include a map of the travel route Must include image citations and written source references (APA Format) Hooray for Bollywood! (1 person) Students investigate the historical accuracy of the film Lagaan (Once Upon a Time in India) and write a persuasive essay to the school board – this movie is available on youtube with subtitles (turn on closed captioning) Film Synopsis: The year is 1893, when most of India had come to accept that the British would rule for another 100 years. The Rajahs had lost most of their legendary power and wealth and were now only nominal rulers. In a small village of Champaner in North India lies a community of poor and innocent farmers who are content plowing, sowing, praying for the rains, and reaping their harvest. In the heart of this community are Bhuvan (Aamir) a young farmer and Gauri (Gracie Singh), his love. After a number of adversities, the village is faced with another setback. The British have decided to raise the land tax (lagaan). The village is starving as it is, and the increased tax will only make them more destitute. The British army captain challenges the villagers to a cricket match, knowing full well that the locals have never seen, much less played the game. Moreover, the captain places the condition that the loser of the match will have to pay an even higher lagaan. Although poor, the villagers are people of self-respect. Led by Bhuvan they are ready to take on the Britons despite their ignorance of the game. Now comes to their rescue the army captain’s younger sister Elizabeth (Rachel Shelley). At first Elizabeth helps the rustic team purely out of sympathy for them, but later she grows affectionate for Bhuvan (scandal?!?). But Bhuvan is fixated on one thing. With grit and determination he and villagers stand together against the ruthlessness of their perpetrators. Faith and courage comes face to face with arrogance and ruthlessness and what follows is the thrilling showdown between the Indians and British. Who will have to pay the Lagaan...? PERSUASIVE ESSAY: MAKING A CASE FOR or against LAGAAN You are going to write a persuasive essay arguing to the Appoquinimink School District Board whether Lagaan is a film worthy of student viewing. Here is the issue (hypothetical): Some person on the Board heard that Mr. Baker has shown a film that allegedly glorifies Indians (Hindus from that country in Asia, not Native Americans) and presents our friends and allies the British in an unfavorable light. In addition, the Indian characters in the movie wear provocative clothing and do not worship the Christian God. Your assignment is to argue for or against the showing of Lagaan in AP World History class. You will need to make a claim about the meaning of the film and provide compelling evidence from the movie to convince the Board that your interpretation is believable. As stated, your interpretation will be the focus of the essay and must be stated in a clear thesis sentence in your first paragraph. Your thesis may be centered on the film as a whole or you may focus more directly on setting, time period, character (major or minor) or the actual historical correctness of the film. Music and dance are certainly at the center of this film. You could make a statement about the film as a musical. Requirements: Persuasive essay about the legitimacy (or not) of this film. You are writing to convince the Board of the authenticity of your view. A formal tone is a must for this particular audience. You must include an introductory paragraph with a clear thesis Minimum of 3 pages with at least 5 pieces of historical evidence supporting your claims of historical accuracy/inaccuracy Conclusion paragraph that restates your thesis and wraps up your interpretation. Typed APA formatting are a must with proper citations Must include references to at least 4 of the following aspects of India: Climate Racial Issues British Colonialism in India India: Daily life Music of India Cricket Caste System History of religion in India How did India resist the British “Bollywood” movies It’s GAMETIME! (1 – 2 people) Students must create a historically themed board game. The game must be educational in some way, not just use historical references. REQUIREMENTS: ___________Students created game (game board or other overall concept) (not just on a piece of paper). Rated on the amount effort reflected by the final product 15 pts ___________Student created all playing pieces necessary (except dice or spinners) 15 pts ___________Typed instructions must be professional (like you would find in any other store-bought game). Are they clear? Are all steps included (including whose turn is it, what happens after my turn, etc…)? 15 pts ___________2 page explanation of reasoning, historical relevance and value of game. 20 pts ___________ Usefulness as an educational tool (is it actually educational?) 10 pts ___________ Overall Appearance and Creativity 10 pts ___________Give a demonstration of game to the class. 10 pts ___________Mr. Baker retains the game you create for future classroom use. 5 pts Total Score _________________________/100 Make Your Own DBQ! (1 person) Students will pick a topic in any time period covered this year. These topics can be found in the textbook and on the course syllabus. A typical topic might be to analyze the effects of Belgian colonization on the Congo region. For part one of the DBQ assignment, students will write summary report (typed, double-spaced, 1 or 2 pages) on the topic. The purpose of this portion of the assignment is for students to become familiar with the events and concepts involved in the topic. EXAMPLE Using the following documents, analyze the relationship between Chinese peasants and the Chinese Communist Party between circa 1925 and circa 1950. Identify one additional type of document and explain how it would help you assess the relationship between Chinese peasants and the Chinese Communist Party. Historical background: Japan invaded China in 1937 and occupied large parts of it until Japan’s defeat in the Second World War in 1945. In 1949 the Chinese Communist Party established the People’s Republic of China. Students will write their question/prompt for the DBQ essay followed by a brief historical background. See the example below: Students will select seven primary or secondary documents that give information, interpretation, graphic representation (maps, graphs, political cartoons) or otherwise relate to the topic. Documents should be chosen with the ultimate goal of answering the question on the topic. All documents must be cited by number with the sources clearly stated. (APA Format) Students will write the essay using their question and documents. The DBQ rubric from the AP World History reading will be used by the teacher to evaluate the essay. Requirements: __________ Report shows sufficient familiarity with events and concepts involved in the topic. 15 pts ____________ Appropriateness of “Historical Background” 5 pts ____________ Appropriate DBQ question/prompt 5 pts ____________ 7 documents: appropriate/accurate 35 pts I I I I I I I ____________ ESSAY requirements found on the DBQ Rubric posted in the blog at www.appowhap.weebly.com 7 pts __________ __Quality, effort and overall impression. The DBQ is polished and professional like an actual College Board DBQ.20 pts ___________ Visual Appearance (Typed, Formatted Properly, Etc..) 3 pts ___________ Proper sourcing of all the documents utilized. Must include original dates and formats of the source. (EXAMPLE: Source: William Hinton, United States–born member of a Chinese Communist land reform task force in northern China, 1948.) 10 pts Overall Grade ____________________/100 pts History Rocks! (Historical Music Video) (small group 1 – 4 people max) You may write/record an original song in which the lyrics tell of a historical event or person. You should record your song so it can be playable through a laptop PC and projected through the class LCD projector (e.g., MPEG, iMovie, You-Tube, MovieMaker, etc., on a flash drive or CD-R). Make sure your skit is appropriate, clean, and respectful (no foul language or content). Requirements: _____ Written and Recorded. There were no issues presenting the material (i.e. – technology, etc) (4) ______ Appropriateness (5) ______ Appropriate Props (6) ________ _________ _________ ______ Content of lyrics – substance and quality (amount of material covered) (25) ______ Quality of video (overall look and impact of video) (20) ______ All members participating (10) ______ Presentation (5) ______ Historical Relevance to this course (15) ______ Historical Evidence (appropriate use of dates, people, events, etc) (10) ______ ______ ______ ______ ______ Total Points ___________________/100 Art History is SMART History! (1 person) explore the connections between a work of art and its historical, social and cultural context. Requirements: Create a PowerPoint or other type of visual presentation presenting your research and analysis. You must present your project to the class as part of your grade. Create a 2-3 page paper presenting your research and analysis. Turn in a print copy at the beginning of class. APA Format and proper citations a must Required Tasks __________ Overall appearance/creativity (full color) 10 Analysis: ____________ Artist Biography 10 ____________ Purpose/Background of the piece (why was it created?) 10 ____________ Description/Evaluation of techniques used 10 ____________ Expert Commentary (2 X 5) 10 ____________ Significance (represents time period/breaks the trend of the period) 10 ____________ Additional Examples of style 10 ____________ Historical Context 10 ____________ Connections between this work and others 10 ____________ Proper Length 5 ____________ Proper APA Format 5 ___________________________ Total Score Hint: research the various forms and styles of art represented in the region. Select one piece of art which will serve as the core of your project. It must be a work of art of some distinction or significance. Evaluate the work. Consider the following Explain why it is noteworthy: If possible, identify the artist and/or patron and give a short biography that includes the key circumstances of the artist’s or patron’s life and identifies other works of significance. Pick the one that is more interesting and/or makes the most important contribution to the development of the arts. If possible, describe the “purpose” of the work. That might give us more insight into the values of any patron and the society surrounding the work. Describe and evaluate the techniques used in creating the work. Reference at least 2 commentaries on the work by experts in art or art history. Consider how “typical” this work may be of the place and period. Is this significant because it is representative, or because it is so different? Consider whether and to what extent this work reflects cultural interaction. Show examples of other works of art of the same or similar type (or works that otherwise are connected to this work) and explain the connection between this work and others - as evidence of how this work fits into artistic development. Explain the historical context for the work and how the work reflects then contemporary social (including religious), economic and political characteristics of the region. History Comes Alive! (Historical Skit) Small Group 2 – 4 people max) Create a humorous, fact-filled, 6 minute skit (please try to not go over this time limit) between 2-4 characters that might have occurred in a historical setting. For example, the Ottoman Harem, Chinese court, European salon, UN Security Council, World Bank, a gathering of Old Testament prophets, or some other acceptable historical setting (run ideas by me). The skit can recreate a famous event, interview famous people (a show like Oprah or Letterman), etc, be creative! You must visually record your skit and be able be able to play it on the LCD projector through a laptop in class (e.g., MPEG, iMovie, You-Tube, Windows MovieMaker, etc., on a flash drive or CD-R). Make sure your skit is appropriate, clean, and respectful (no foul language or content). Requirements: ____________ Historical accuracy 10 ____________ Props – looking for at least 6 12
_____________ Full written script with a speaking part for each member 20 _____________ Creativity and overall Appearance 23 _____________ historical relevance (concern an important event of moment in history – could even tell a story that runs through several scenes 13 _____________ Historical evidence must be included, this includes the mentioning of historical people, dates, etc. (looking for at least 6 pieces of evidence)
_____________ Must be presented to the entire class 10 Total Score ______________/100 Get Me Outta’ Here! Directions: You are to create an itinerary for the best World History Class trip ever! The itinerary should cover at least 9 cities and cover at least 3 continents. The destinations must be historically relevant and you must explain the benefit for history students of visiting these places. Your document should convince a committee that your choices are the best because they would allow students to see historical sites and/or experience an important part of the culture. Requirements: ___________ Overall appearance, creativity, etc (13 pts) ___________ realistic. It should progress in a logical fashion (don’t go from Africa to America then all the way back to Europe) (3 pts) ___________ written script (with cover page) (8 pts) ___________ illustration/images of each of the 9 cities (at least two of each city) (18 pts) ___________ brief written: (36 pts) 2 pts each box
____________ Map of Travel Route. Not just once but running through the presentation so we can see where we have been (10 pts) _____________ Image citations in APA format at the end of the presentation or on the written script (2 pts) _____________ Presentation. All members must participate. Well spoken, easy to understand (10 pts) Total Points ____________________/100 PERSUASIVE ESSAY: MAKING A CASE FOR or against LAGAAN You are going to write a persuasive essay arguing to the Appoquinimink School District Board whether Lagaan is a film worthy of student viewing. Here is the issue (hypothetical): Some person on the Board heard that Mr. Baker has shown a film that allegedly glorifies Indians (Hindus from that country in Asia, not Native Americans) and presents our friends and allies the British in an unfavorable light. In addition, the Indian characters in the movie wear provocative clothing and do not worship the Christian God. Your assignment is to argue for or against the showing of Lagaan in AP World History class. You will need to make a claim about the meaning of the film and provide compelling evidence from the movie to convince the Board that your interpretation is believable. As stated, your interpretation will be the focus of the essay and must be stated in a clear thesis sentence in your first paragraph. Your thesis may be centered on the film as a whole or you may focus more directly on setting, time period, character (major or minor) or the actual historical correctness of the film. Music and dance are certainly at the center of this film. You could make a statement about the film as a musical. Requirements: ___________ Effectiveness of persuasion of the legitimacy (or not) of this film. Must be written as if trying to convince the Board of the authenticity of your view. FORMAL TONE A MUST 15 ____________ You must include an introductory paragraph with a clear thesis 10 ____________ Minimum of 3 pages 3 ____________ 5 pieces of historical evidence supporting your claims of historical accuracy/inaccuracy 25 I I I I I __________ Conclusion paragraph that restates your thesis and wraps up your interpretation. 2 ___________ Typed 2 ___________ APA formatting are a must with proper citations 3 ___________Must include references to at least 4 of the following aspects of India: 40 Climate Racial Issues British Colonialism in India India: Daily life Music of India Cricket Caste System History of religion in India How did India resist the British “Bollywood” movies Total Score _____________/100 Presentation Sign-Up Sheet
Directory: ourpages -> auto -> 2017 2017 -> Matador bulletin student Bulletin 2017 -> Matador bulletin student Bulletin 2017 -> Mark Keppel High School Student Bulletin Wednesday, March 1, 2017 Bell Schedule c special Events 2017 -> Mark Keppel High School Student Bulletin Tuesday, January 17, 2017 Bell Schedule r special Events 2017 -> Mark Keppel High School Student Bulletin Wednesday, April 5, 2017 Bell Schedule r special Events 2017 -> Mark Keppel High School Student Bulletin Wednesday, January 11, 2017 Bell Schedule c special Events 2017 -> Tomas Stelling, Chicago Tribune Staff 2017 -> The dbq essay counts for 25% of the ap world History exam and will reflect one of the Historical Thinking Skills of the course 2017 -> Rachel Gonzales Mrs. Gonzales Download 43.97 Kb. Share with your friends:
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