Extra Credit Project: Author
EXTRA CREDIT WORLD HISTORY:
There are MANY different opportunities. Please email if you have any questions.
Extra Credit Project: Author
1. For a maximum of 50 points extra credit
Author: Your job is to create a short story depicting the life/event of a historical figure. The story can be written from the perspective of an actual historical figure or from a fictitious character writing about an actual event from history.
Research:
o What was the person’s life like during the chosen time period?
o What were some typical aspects of the time period?
o Any major historical events from this time period? What happened?
Short Story:
o 4-5 pages in length (typed and double spaced)
o Contain illustrations, preferred hand done but not a necessity
o Cover page as well as title page
o Who are your main characters?
o What is the plot?
o What is the climax of the story?
o How is the story going to end?
**You may want to use the chart on the other side of this paper to organize your story and make sure you have enough historical facts to make the story accurate.
Extra Credit Project: Fashion Editor
2. For a maximum of 50 points extra credit
Fashion Editor: Your job is to create fashion magazine depicting typical clothing and accessories worn during a specific time period. You will need to include pictures as well as descriptions of each fashion item. The format you will use is a modern fashion magazine.
Magazine: Your magazine will include….
o Clothing styles for all class levels for that time period
o Colored pictures
o Information about each piece of clothing or accessory
o A cover page
Research:
o How many societal levels are there for this time period?
o What materials was the clothing made out of?
o How did clothing styles differ among class levels?
o Did it differ for battle or for ceremonies?
o How did they adorn themselves (jewelry, shoes, hats, etc.)?
o Did cost have an effect on clothing differences among classes or was it a hierarchical issue?
o You may also include information on perfumes or makeup.
Extra Credit Project: PR Campaign
3. For a maximum of 35 points Extra credit:
PR Campaign: You are going to create an advertising and public relations strategy for a historical figure.
What are some goals of advertising and public relations:
- To make the client seem appealing to a particular audience
- To minimize any faults or liabilities in the clients public image or counter any misconceptions
- To show the client to be superior to another, to raise awareness about the client, or reach a new audience
- To emphasize particular qualities or features
Answer the following questions about your client:
o What are the positive qualities of the client? To which groups of people might the client already appeal?
o What are the negative qualities of the client? Which group s of people might not particularly like the client?
o Who should your ad campaign try to reach? Do you think it is more important to reach people who don’t currently like the client or to consolidate your support from those who already have a positive association with the client and hope to persuade some people sitting on the fence?
o What do you want people to think about the client? What do you want them to do? (vote for him/her? Think about him/her in a more positive light? Join a movement?)
o Are there any liabilities or misconceptions that you need to address in your campaign? Are there any alternatives to your client that you need to address in some way? (Will you run a positive or negative campaign? Or blend them?)
After making some of these decisions you will then create your advertisement/public relations statement in the form of a poster. Your poster should:
o Have a clear audience
o Client is pictured
o Be colorful and eye catching
o Contain a catch phrase or slogan to gain attention to your client’s cause
Warfare Historian
4. For a maximum of 35 points extra credit:
You are to study and present your findings on warfare in one of the given time periods. You will focus on the type of strategies used as well as weaponry of the time periods. Eventually, you will create a model of something that represents warfare in the time period.
Project:
- Must be 3 dimensional
- Must be historically accurate
- Must be hand made
- Do not limit yourself to hand-to-hand combat items
- Cannot harm any students in the building or violate school policies
Research:
- What were some typical strategies used during the war?
- Any major battles fought during this time period? What was the outcome?
- What weapons changed the way the people fought during this time period?
- What were the weapons made out of?
- How were the soldiers protected? (body armor etc.)
- Who were the soldiers and how were they chosen?
Current Events
5. For a maximum of 15 points extra credit:
If ever you come across a news article that makes you think “Hey, we just discussed something like this in class!” then you can turn that into extra credit. For each current event extra credit you complete, you will need to do the following:
_ Provide a proper MLA style citation for the news article at the top of the page
_ A one paragraph summary of the news story and what historical event or time you found the topic to be related to
_ A one paragraph analysis of how you believe history played a role in influencing the topic of the news article you found
LET’S GO OUT TO THE MOVIES…OR STAY IN!
6. For a maximum of 15 points extra credit
The following list contains films that you are permitted to watch in order to earn extra credit.
No more than THREE (3) films may be watched for credit during any one marking period and no more than TWO (2) films on any one topic (i.e., you cannot watch all WWII films). Please be sure to respond to the required questions in order to receive extra-credit. You are welcome to watch them with a friend or a group of friends, so long as the written pieces are different. Some of these movies may have an ‘R’ rating, in which case you will need parental permission to view them. NO ONE IS REQUIRED TO WATCH AN ‘R’ RATED FILM.
The Last Valley (Thirty-Years’ War)
Europa Europa (Holocaust)
The Bicycle Thief (post-WWII Italy)
Cinema Paradiso (1930s Italy)
The Garden of the Finzi-Continis (anti-Semitism in Italy)
Life is Beautiful (The Holocaust)
Lagaan (Colonial India)
Shakespeare Wallah (Colonial India)
The Nasty Girl (Nazi Germany)
East Side Story (Eastern Europe propaganda)
Olympia (1936 Olympics)
The Triumph of the Will (Hitler’s Germany)
Cabaret (1920s Berlin, rise of Nazism)
Ship of Fools (Nazism)
The Return of Martin Guerre (Thirty Years’ War)
Tom Jones (18th century English social history)
Amadeus (Mozart)
Major Barbara (early 20th British social history)
The Leopard (19th century Sicilian social history)
Gallipoli (WWI)
I Accuse (Dreyfus Trial)
A Doll’s House (19th Century feminist history)
Potemkin (1905 Russian Revolution)
The Great Dictator (satire of fascism, 1930s)
Modern Times (industrial factories)
The Sorrow and the Pity (Holocaust, French resistance)
My Beautiful Launderette (British social history, 1970s)
Brother Sun Sister Moon (St. Francis of Assisi)
Burnt by the Sun (Stalinist Russia)
Mrs. Brown (Queen Victoria)
Dr. Strangelove (Cold War
Schindler’s List (Holocaust)
Battle of Algiers (French colonialism)
Vattel (Louis XIV)
Breaker Morant (Boer War)
Danton (French Revolution)
Germinal (French social history, late 19th century)
Brassed Off (late 20th century Britain)
One Day in the Life of Ivan Denisovich (Gulag)
Howard’s End (20th century Britain)
Gosford Park (20th century Britain)
The Inner Circle (Stalinist Russia)
Paths of Glory (French and WWI)
Passage to India (British colonialism)
The Russian Ark (Winter Palace)
Black and White in Color (French colonialism)
My Sweet Little Village (life in 1980’s Czechoslovakia)
Goodbye Lenin (collapse of East Germany)
The Battleship Potemkin (1905 Russia, 1930s propaganda)
Alexander Nevsky (medieval Russia)
Master and Commander (British navy, Napoleonic Wars)
To Be or Not to Be (comedy, Nazi seizure of Poland)
Das Boot (WWII, German perspective)
Bon Voyage (Vichy France)
The Inner Circle (Stalinist Russia)
The Third Man (Cold War)
Kolya (Russian Boy abandoned in Czechoslovakia)
Girl With a Pearl Earring (17th century Dutch history)
Enemy at the Gates (WWII Stalingrad)
Reds (Russian Revolution)
Ridicule (Ancien Regime and Enlightenment)
A Tale of Two Cities (French Revolution)
The Cigarette Girl of Moscow (satire on Communism and Capitalism)
Volga Volga (Stalinist Russia)
Chariots of Fire (1924 Olympics)
The Tunnel (escape from East Berlin)
Immortal Beloved (Beethoven)
Luther (Reformation)
Downfall (Hitler in the Bunker)
Lawrence of Arabia (Arab nationalism WWI)
Dr. Zhivago (Russian Revolution)
A Man for All Seasons (Henry VIII and Thomas More)
The Brothers Grimm (Grimm fairytales and Romantics)
Oliver Twist (industrial England, 19th century)
Pollock (Jackson Pollock, 20th century art)
Mrs. Henderson Presents (WWII England)
If you have time this summer/winter break, here is a nice optional assignment to work on at the beach, ski lodge, etc. We are asking you to read a book...Most are novels, but even the “history books” are much more than dry texts. Your reward, beyond the experience and knowledge, will be up to 100 extra credit points. The main goal is that you enjoy the book and get some practice on AP essay writing. You may read more than one book and write more than one essay, HOWEVER, we can only offer a total of 100 points. Still, two essays are much more likely to get the full 100 points, not to mention that the cultural and/or historical perspectives you gain will give you an advantage at some point! Given the challenges most students meet with AP World, those points should be VERY helpful!
The Assignment:
You will carefully choose and read one of the books from the list below. Make note of your impressions of the book as you read and form an opinion about what is being presented. Your evaluation will be an essay, requiring you to write a thesis and back it up with facts from the book. Decide what the book PROVES to you and use those things to create a thesis. Try to decide if you feel the book is showing you a change over time or if it is comparing and contrasting. In general, your essay should be guided by one of those ideas:
For example 1688: A Global History is a snapshot of the world in the year 1688, and thus it is probably going to present great opportunities for comparison and contrast. On the other hand Guns, Germs and Steel is a look at how some groups had natural advantages over others, and thus you will see opportunities to discuss both change over time and comparison. Many of the novels address the impacts of modern thought on traditional culture, and thus portray changes over time. Others are more like “snapshots” of cultures and could entice you to compare/contrast them with other cultures you know about. At the very least, you should be able to compare/contrast with your own culture.
Expectations:
- At least a five paragraph essay (relevant to one of the listed books) with an introduction, at least 3 body paragraphs and a conclusion.
- Use at least one AP Theme, and try to use a Habit of Mind (see below) to guide the essay. Please state the theme and habit in your essay. Hint: Habit #4, and specifically being able
to recognize “bias” is a valuable skill on which to start working. You may consider “point of view” and “perspective” as synonyms for “bias.”
- Your essay must have a thesis. Please underline it.
* For help with thesis and essay writing:
1. Buy the Princeton Review Guide (Cracking the AP World History Exam, Monty Armstrong, et al, any edition…check with the rising Juniors and Seniors for used copies), as it will help you to write a strong thesis and thus, a stronger essay. It will also be REALLY helpful when you prepare for your midterm in December and of course, the AP exam in May.
The Books (choose one):
World History and Human Geography:
Guns, Germs, and Steel: The Fates of Human Societies by Jared Diamond.
1688: A Global History by John E. Wills, Jr.
Africa:
Cry the Beloved by Alan Paton (South Africa)
Kaffir Boy by Mark Mathabane (South Africa)
Islamic World:
Kite Runner by Khaled Hosseini (Afghanistan)
A Thousand Splendid Suns by Khaled Hosseini (Afghanistan)
My Forbidden Face by Latifah (Afghanistan)
Not Without My Daughter by Betty Mahmoudy (Iran)
Princess: A True Story of Life Behind the Veil in Saudi Arabia by Jean Sasson
Caribbean and Latin America:
In the Time of Butterflies by Julia Alvarez (Dominican Republic)
Like Water for Chocolate by Laura Esquivel (Mexico)
East Asia:
Red Azalea by Anchee Min (China)
When My Name was Keoko by Linda Sue Park (Korea)
When Heaven and Earth Changed Places by Le Ly Haslip (Vietnam)
South Asia:
Homeless Bird by Gloria Whelan
AP Themes - You must use at least ONE of these AP themes. Thesis ideas are offered to help clarify the Themes, but you do not have to use my examples specifically.
1. Impact of interaction among major societies (trade, war, and diplomacy).
Thesis ideas:
A) Trade between these two regions changed region x more than region y.
B) Exploration, invasion and conquest by people from x had social and economic effects on y.
2. The relationship of change and continuity across the world history periods covered in this course.
Thesis idea: This book shows that from era/period x to era/period y, ___ and ___ stayed the same and ___, ___ and ___ changed. (The blanks could include social things like the treatment of women, family structures, or gender roles, or economic things like methods of farming, trading partners, use of barter/money, or political things like organization of government, types of leaders---kings, dictators, presidents, etc.)
3. Impact of technology and demography [demography is the study of populations] on people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry).
Thesis idea: The movement of people x into lands occupied by people y brought ideas such as ____ and ____, as well as technologies including ____ and ____ into the country depicted in this book.
4. Systems of social structure and gender structure.
Thesis ideas:
A) What are women expected to do in the home or in society? What is expected of men? OR
B) How are families different in one place compared to another?
5. Cultural and intellectual developments and interactions among and within societies.
Thesis idea: This book proves that the culture of people x changed the main character’s view of ____, ____, and ____, but did not change his view of ____ and ____.
6. Changes in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization).
Thesis idea: After independence came in time period n, country x developed into a (democracy/dictatorship/etc) similar to country y, however, it also uses some tribal traditions at the local level.
AP Habits of Mind - These will help you to see what will be expected this year…try to use at least one:
1. Constructing and evaluating arguments: using evidence to make plausible arguments.
2. Using documents and other primary data: developing the skills necessary to analyze point of view/ context, and bias; and to understand and interpret information.
3. Developing the ability to assess issues of change and continuity over time.
4. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.
5. Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.
6. Developing the ability to compare within and among societies, including comparing societies/ reactions to global processes.
7. Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context.
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