SHIVELA'S AMERICAN HISTORY PROJECT



SHIVELA'S AMERICAN HISTORY PROJECT

January 31, 2011

Dear Parents/Guardians

This semester, all eighth grade students will be required to participate in a thematically integrated unit that combines the Language Arts and Social Studies standards. Students will choose a topic relating to American History (1750-1890), create a visual display with a written explanation (museum placard), and deliver an oral presentation. This entire unit will be worth three assessment grades in both Language Arts and Social Studies. Failure to complete all or any part of this assignment could result in significantly lower grades.

In this unit your child will:

• Choose a topic from the assigned time period (American History: 1750-1890). Attached is a list of suggested topics and project criteria. (Will be checked on Feb. 8th)

• Keep a working list of all references. (Will be checked on Feb. 23)

• Research the topic using a variety of references: i.e. books, Internet, magazines, encyclopedia, etc.

• Spend some time in the school library; however, more time outside school will be needed to adequately complete the research.

• Turn in the final project (visual, history placard, and reference sheet) between March 14 and March 18th, 2011.

Timeline

• Project presentations will begin the week before Open House in either his/her Language Arts or Social Studies class, and students must be ready to present on any day from March 21 to March 25, 2010.

• Projects will be displayed at Shivela's Open House on Tuesday, April 5, 2011, in the MPR. We hope to see you there.

We encourage parents/guardians to offer their support to the students during the research process. Nevertheless, it is essential that the actual creation of the project be the responsibility of the student.

Christine Krug Ed Hofman

Vicki Walker Mollie Tammone Steve Van Voorhis

Al Ross Dana Conrad Alex Ruud

REMINDER: Turn-in date for the project is March 14 to March 18th, 2011.

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Cut Here

Please sign where indicated, and have your student return this page to his/her Social Studies teacher no later than February 8th, 2011. Please include your student’s chosen topic and visual method.

By signing below, I acknowledge that I have received and read this packet. I understand this assignment is a significant portion of this semester’s grade.

REMINDER: Turn-in date for the project is March 14 to March 18th, 2011

PLEASE NOTE: Presenting someone else's ideas or research without citing the source is PLAGIARISM. Plagiarism will result in a significantly lower grade.

____________________________ ___________ _______________________

Parent/Guardian Signature Date Student Signature

____________________________ _______________________

Topic Visual

____________________________ _______________________

Language Arts Teacher Social Studies Teacher

SHIVELA'S AMERICAN HISTORY PROJECT

WORKS CITED: It is highly recommended that you keep track of the sources that you have used in the conduct of your research. A Works Cited page will be required as part of your completed project. This page is provided so that you can keep a list of your sources. This working list of references will be checked on March 12, 2010.

BOOKS (At least 3; Textbooks are acceptable)

INTERNET (At least 2, Wikipedia and search engines are not sources)

ENCYCLOPEDIA (1 Only for expanding your search)

*Other resource possibilities include newspapers, magazines, editorials, and electronic media.

SHIVELA'S AMERICAN HISTORY PROJECT

Visual Display Options

Story Board

Pop-up Book

Electronic Presentation: Movie or Power Point-Interview

Model*

Diorama

Journal, Diary

Newspaper

Board Game

Period Craft + Display Board

Quilt

Dolls

Toys

Each of the above Visual Display options will have its own rubric or grading criteria.

*Models need documentation throughout the process (photograph the steps)

INTERMEDIATE DUE DATES

• Parent Letter w/ Topic and Visual (Feb. 8, 2011 ) __________________

Social Studies Teacher

• Working List of References (Feb. 23, 2011) __________________

Language Arts Teacher

• Museum Placard Rough Draft (March 4, 2011) __________________

Language Arts Teacher

• Turn in Range (March 14-18, 2011)

• Presentation Range (March 21-25)

• Open House (April 5, 2011)

SHIVELA’S AMERICAN HISTORY PROJECT TOPIC LIST

PRE-REVOLUTION

The Great Awakening – cause and effects

Slavery in the Colonies-compare/contrast field and house slaves

George Washington-his experience in the French and Indian War

REVOLUTION

Valley Forge-Daily Camp Life

Thomas Paine – explore his pamphlet “Common Sense”

Federalists vs. Anti-Federalists – compare and contrast the views

Enlightenment Thinkers-compare and contrast Locke and Montesquieu

James Madison-his contributions to the Constitution

The Constitution-choose one of the three branches of government to research

Bill of Rights – explore three of the amendments in depth

How A Bill Becomes A Law – explain the process in detail

THE NATION TAKES SHAPE

Washington’s Farewell Address-explore two main themes

Whiskey Rebellion – its purpose and outcome

Jefferson vs. Hamilton – compare and contrast political views

Political Parties-compare and contrast two parties

Marbury v. Madison – research the cause and effects of this decision

Louisiana Purchase – cause and effect(s)

Lewis & Clark- important discoveries; impact of Native American influence on the

expedition

Monroe Doctrine – research the cause and effect

Alexis de Tocqueville – his impact on the forming of our government

THE NATION EXPANDS

Eli Whitney-causes and effects of the cotton gin

Spoils System – research its causes and effects

Manifest Destiny – research the causes and effects

Indian Removal Act – research the cause and effect(s) of the Trail of Tears

Lowell Mills – research the difference between the Lowell Mills and

most factories in this time period

Texas Independence – research the causes and effects

Seneca Falls Conference – research the purpose and speeches of two

of the speakers at the conventioni

Abolitionists – compare and contrast two prominent abolitionists

Mountain Men – research the daily life and struggles

War with Mexico – research the causes and effects

Women’s Rights/Suffrage – research women’s legal/social rights in the 1800’s

Oregon Trail – daily life, transportation and struggles

DIVISION AND REUNION

North/South Geography – compare/contrast effects on the Civil War

Uncle Tom’s Cabin – research the effects of the novel on the nation

Dred Scott Decision – research the causes and the effects of this legislation

Lincoln on Slavery – research two speeches which focus upon the issue of slavery

Jefferson Davis – how was he chosen to lead the confederacy; the effects of

his leadership upon the confederacy

Robert E. Lee – research his leadership during a major battle of the Civil War

Ulysses S. Grant – research his leadership during a major battle of the Civil War

John Wilkes Booth – describe the assassination plot-who was involved-why did

Booth choose to assassinate Lincoln-what happened to Booth and his

co-conspirators after the assassination?

Civil War Amendments – explain each Amendment; explain why each Amendment

was necessary to insure civil rights

Freedmans’ Bureau – explain the purpose of the Bureau-who was involved in its

Creation-what was the effect of the Bureau

Jim Crow Laws – explain the laws, why there enacted, and how they were enforced

TRANSFORMING THE NATION

Plains Indians – what was the effect of Manifest Destiny on their culture

Sun Dance – who created the dance and why? What effect did it have on that

Native American culture

Ghost Dance – who created the dance and why? What effect did it have on that

Native American culture

Trans-Continental Railroad – describe the route-describe its impact on white

settlers, the Chinese laborers and the Native American cultures along its route

Cattle Boom – describe the reasons for the boom and the effects on the land, white

settlers and native Americans

Battle of the Little Bighorn – analyze the causes and effects of the battle

Chief Joseph – duscyssthe impact of white settlement on Chief Joseph and the Nez

Perce nation

Wounded Knee – analyze the causes and effects of the battle

Homesteaders – describe how land was acquired by homesteaders and the daily

life of the homesteading families

The Railroad Barons – research two of these men; analyze the cause and effect

of their influence on the idea of Manifest Destiny

The ‘Robber’ Barons – research two of these men; analyze the cause and effect

of their influence on the idea of Manifest Destiny

Inventions & Inventors – choose two inventors-focus on one invention that changed

the way people lived at that time-explain how and why that change occurred

Writers and Artists – choose two – focus on one book or piece(s) or art that

Changed the way people thought-explain how that change occurred

Child labor and Child labor laws – detail the ‘life of a child laborer’ – explain the

effect of the child labor laws on that life

Triangle Fire – explain the causes of the fire and the effects on labor laws and

working conditions after the fire

Ellis Island – what challenges did immigrants face; process of entry through Ellis Island

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