Take a look at these three website projects from past National History Day competitions. All three were done by students in grades seven and eight and all three won the competition. Use the links to view each website.
The Easter Rising. A junior group website that won the Irish or Irish-American History Award at the national competition last year.
The Silent Stand. A junior individual website that won the national competition in 2017.
Students may use these templates and guidelines for writing their five paragraph essays on Hugo Cabret.
Introduction: You may use the following frame for your introduction paragraph or you may write your own.
The sound of clicking heels. A battered automaton. Movies. These are three of the many motifs author Bryan Selznick employs in his novel, The Invention of Hugo Cabret. Selznick utilizes motifs, or repeated story elements, to develop characters, advance the plot, and highlight themes. In the novel, (students add 2-3 sentences explaining the basic plot). Three key motifs in the story are ________________, _________________, and _________________. Body Paragraphs: Follow this outline to write seven sentence body paragraphs.
Transition word and introduce the motif.
Explain how the motif is used. Does it show character, plot or the book's message?
Set up the quote. What's going on in the story at that moment?
Quote (put the page number of the quote in parenthesis.)
Explain the importance of the quote. What it shows about the motif and how that motif shows character, plot or the message of the book.
Continue explaining the importance of the quote.
Finish explaining the importance of the quote.
Conclusion paragraph: You may use the following frame to write your conclusion or you may write your own.
In conclusion, Selznick skillfully uses motifs to _______________, ________________ and ______________ in his novel The Invention of Hugo Cabret. Of the many motifs he uses __________, __________________, and ______________ are crucial in gaining a deeper understanding of the story. Just as cogs and wheels bring the automaton to life, Selznick uses motifs _______________________________________________.
Please see me in person if you have any questions.
Type your essay in MLA format.
Proofread it for each of the following items:
MLA format heading, spacing and font.
Capital letters: 1st word of each sentence, all names, the title, I.
Period (space) Next word. Be sure to put a space or two after every period, question mark and exclamation point.
Transition words. Use at least two per paragraph. See the lists in your English journal.
Quote sandwiches. Use on per body paragraph.
use " " around the quote.
set the quote off with commas.
write three sentences after the quote explaining what it shows.
Be prepared to write a long paragraph to answer this question:
How did the distant regions of the world (West Africa, North Africa, and Middle East/Asia) become more interconnected through the spread of Islam, the gold/salt trade and Mansa Musa's hajj?
The test will include multiple choice and short answer questions covering these topics:
The life of Muhammad
The basic principals of Islam
How the Islamic caliphate spread across North Africa into Southern Europe to become an empire twice as large as Rome.
The gold/salt trade in West Africa
Mansa Musa
Ibn Battuta
How Mali became a site of encounter
The effects of the exchanges at Mali
Review your study guide and your history spiral.
Reread the handouts and articles you have in your binder.
Watch the short videos posted below.
Check back here later for more videos. I'll post more when I find them.
What are two other major trade cities in this circle?
What is the most common method of travel used in this trade circle?
What is one other trade circle that overlaps with Timbuktu's?
Write all of your answers in your history spiral in complete sentences. Be sure to include the question in your answer. For example, you could answer question number one like this...
Timbuktu is located in the ........................... trade circle.
or.
The trade circle Timbuktu is located in is called ....................... .
Use your six journal entries to create an illustrated selection of excerpts about your journey with Mansa Musa as part of his hajj caravan.
You can choose either of the structures pictured here for your book.
Follow these steps to create your book.
Take three pieces of long paper
Fold one end about half an inch and make a sharp crease.
Glue the folded edge to a second piece of paper.
Repeat with your third piece of paper.
Cut off the extra edge to make your three pages even.
Now you can add content to your book. Begin by cutting out three maps of North Africa and three blank pieces of paper. Glue one to the left hand side of each page front and back. Do not glue anything on the right hand side at this time.
To make your excerpt follow these steps.
Begin by rereading all of your journal entries with a highlighter.
Highlight the portion of each entry you want to excerpt.
Be sure to include historical information from each document. This is an important part of the overall grade for this book.
Highlight between 50 and 100 words.
Type up your excerpts in Google Docs.
Before you begin, set up a two-column document to produce the correct margins.
Give each entry a heading including location, month, year, time of day. Center this.
Use left justify for the rest of your excerpt.
You may use a "handwriting" type font.
Skip several lines between each journal entry.
Print this document after you have proofread it.
Cut out the journal excerpts and glue them into your book.
Use the maps to show the locations of three journal entries and the route you have taken by that time.
Use the blank pages to create illustrations for three journal entries. One of these should be a picture of Mansa Musa or something closely related to him.
Add other creative touches to your book that you can think of.
Make sure your full name is clearly visible on the front of your book.
Books are due on Thursday. This is an 80% project. Your full journal entries will be included in your grade.
Walata was a trading center at the southern edge of the Sahara. It was the last stop before entering the desert for caravans heading north, like one on Mansa Musa's Hajj.
You'll stop there to write diary entry #2.
One feature of desert towns like this one was the date palm which was used for everything from a food source to roofing materials.
You'll be sitting under a date palm to write diary entry #2.
To see what they look like, look at the picture below.
For your Do Now! make a sketch of a date palm in your history spiral. You may use any available space to sketch: next to or below your diary entries. You may even sketch your date palm in the margin.
Tuesday, October 16, 2018
Automaton One-Pager Assignment (for English only)
Create a one-pager on Maillardet's automaton using text and images to creatively highlight the most important information. Be sure to include the following:
The definition of automaton (the plural is automata)
A description of the automaton's history, including its creation and creator; how it was damaged; and the roles Charles Penninman, Bryan Selznick, and Andy Baron played in restoring the device; and its influence on the novel, The Invention of Hugo Cabret.
A description of how Maillardet's automaton works and its capabilities
You can use these links to complete the one-pager assignment about Maillardet's automaton.
CBS Sunday Morning video The Lost Art of Automata Lives Again
Create a hero's journey poster for you book like we did for the short story "Rikki Tikki-Tavi."
Make your poster on large paper. You may use any size or color.
Posters should include:
Your name.
The title and author of the book.
A circle for the ordinary world and the world of adventure.
Elements of the hero's journey listed around the circle. These should include a short paragraph describing how this element works in your book.
Artwork showing the elements of the hero's journey in your book.
You may do this report/project on any book you have read this semester.
This is an 80% project so I expect to see considerable time and effort put into it for a higher grade.
As you know from this week's class, Attila the Hun was set to attack the city of Rome in 452 C.E. To prevent an attack, Pope Leo took a group of his men out to meet with Attila. Afterwards, Attila took his army an left instead of attacking.
Why?
Paul the Deacon claimed that Saint Peter and Saint Paul appeared at Pope Leo's side holding swords above his head. This is basically what Raphael's painting shows. Prosper of Aquitane says Leo trusted in God and that he impressed Attila but he makes no mention of Peter or Paul.
What really happened?
Select one of these explanations. Pick the one you think is the most plausible.
After you have voted, leave a comment to explain why you made your choice to possibly earn brownies for your class. Number and quality of comments will determine which class gets brownies.
What is the difference between B.C., B.C.E., A.D. and C.E.?
Write down each of the following abbreviations and the words they stand for in your spiral.
B.C. - Before Christ
A.D. - Anno Domini
B.C.E. - Before common era.
C.E. - Common era.
Of these four terms, the first one to come into use was A.D. or Anno Domini which means "Year of our Lord." This was invented in 525 by a monk named Dionysius Exiguus. Dionysius claimed he had determined the year of Jesus Christ's birth. Since he was a Christian monk, he wanted a new calendar that measured each year based on Christ's birth. A.D. 525 was five hundred and twenty five years after the birth of Christ.
It would be several hundred years later when the term B.C. for "before Christ" came into use.
While Christianity is still the largest religion in the world, according to the Pew Research Center, only 31.2% of the world is Christian. Since there are many more non-Christians in the world, two new terms which do not refer to Christ have come into use: B.C.E. for "before common era" and C.E. for "common era." The term C.E. or "common era" was first used in 1708, so it has been around for a long time. These terms are now used in most history text books throughout the world.
While the terms have changed the years have not. B.C.E. still counts down to 1 just like B.C. did while C.E. counts up from 1 like A.D. did. There is no year 0.
Now answer these questions in your spiral. Include the question in your answer, or write the question.
What does A.D. stand for?
Who invented the term A.D.?
About what percentage of the world is not Christion? Yes, you will have to do some math to answer this one.
Is there a year 0?
Do you think it was a good idea to switch from B.C. and A.D. to B.C.E. and C.E.? Explain.
Take a look at the religions map from U.C. Davis Sites of Encounter in the Medieval World website. (Use this link)
Use the key to figure out which religions were practiced in each part of the world.
Which religion covers the largest part of the world? Doe that mean it had the greatest number of people practicing it?
How does this map help answer the question "How did the distant regions of the world become more interconnected through the Medieval and early modern period?"
Hint: Use the States in 1279 and States in 1491 to see which nations and kingdoms existed in the area covered by each religion.
Now, choose the Afro-Euroasian Trade Circles map. Select different trade circles to read more about them.
In your spiral, make a list of different methods of transportation that were used during the Medieval period. Divide your list into two sections: overland and water.
After you have looked at all nine (I through IX) and completed your list answer the following question in complete sentences:
How did travel and trade help to connect different regions of the world during the Medieval period?
This blog is the place to look for assignments, directions, extra help, and even extra credit now and then.
I'll be setting up tabs at the top of this page for more information about English and history along with more information about me and my classes.
For now here's a brief update about homework.
Students in my English classes have two assignments. First they need to compete the Language of the Discipline packets we began in class today. To complete this they may want to use the Batman comic book so I have included the pictures at the bottom of this post.
Second, they all need to find a book for Reading Races. I will talk more about Reading Races in class on Monday. We will have Reading Race time at the start of each English day so everyone needs a book by Monday. This may be any book, fiction or non-fiction.
Currently, there is no history homework.
Everyone should bring their Chromebooks to class on Tuesday. Though we won't use them everyday, it's probably a good habit to charge them each night and bring them everyday for science and math classes. I will try to let you know in advance when we will be using them.
If you did not get a homework update email from me tonight and would like to, please let me know at jchester@nusd.org.
The Ed-U-Fun Group is designing a line of Renaissance action figures to sell to history teachers and students. They already have a William Shakespeare doll test figure designed.
You have been hired to design an action figure and write a biography for the package.
Select one Renaissance figure (person) from the list below. Research the life of that person. The Ed-U-Fun Group wants you to design and present the following items:
An action figure. The figure must include two items it can hold, one in each hand. These must be detachable.
An accessory that will come with the figure. This must be displayed in the package. This is one thing the Shakespeare figure does not currently have.
A 300 word biography of the figure that will go on the back of the packaging. This biography should include these things:
A brief passage about the overall life of the figure-- childhood, major events in their life, achievements. This should be appropriate for 11 to 14-year-old students. Keep it interesting.
An explanation of the two items and the accessory. This may not be a bullet list, but should be written in an interesting way.
A summary of why the figure is important in history and how he or she contributed to the Renaissance.
The year of your figures birth and death and their birthplace.
One good quote from your figure; something important or impressive your figure said or wrote.
Begin your project by selecting a figure from the list below. Let Mr. Chester know whom you have selected. The Ed-U-Group wants to see as many Renaissance figure designs as possible.
You will have Tuesday, May 15 and Thursday, May 16 to research and prepare your rough drafts. You will have Monday, May 21 and Wednesday, May 23 to type up your paper, create your action figure and prepare your presentation. We will practice presentations on Tuesday, May 29. Presentations are scheduled for Thursday, May 31. There will be no make-ups no late presentations. If you're not going to be in class on Thursday, May 31, make arrangements with Mr. Chester to present your action figure early.
Speeches must be memorized this time. Your action figure and the accessories will be your visuals.
Possible Renaissance figures
List A
Leonardo da Vinci Jacob Grace Yahir
Michelangelo Aldo Sloane Kayla
Galileo Galilei ---- Wolfy Cristal
Nicolaus Copernicus Matt Revil
Isabella I of Spain Larika ------------
Elizabeth I of England Stephanie McCabe Jezzel
Christopher Columbus Edson Koto Joaquin
Martin Luther Mikayla Jose Nathan
King Henry VIII Bryce James
Vasco da Gama Jordan Diego Hale
Ferdinand Magellan Joseph Kiana
Hernan Cortes Salvador Isabella Eduardo
Isaac Newton Miranda Daniel Teagan
Titian ---- Mason
Albrecht Durer ---- ---------
Andreas Vesalius ----- --------
William Shakespeare ----- Sneha Jacob
Miguel Cervantes ------- Miquel Daeshaun
List B
Catherine de Medici Karen Emma
Dante Alighieri ------ ------ Kevin
Filippo Brunelleschi ------- --------
Sandro Boticelli ------- Josh
Machiavelli ------- --------
Sir Walter Raliegh Bryden --------
Desiderius Erasmus -------- ---------
Pope Leo X -------- Iman
John Calvin ------- Patrick
Anne Bolyn Tati Daisy Samari
Francisco Pizarro J.J. ----------- Nimsy
Henry Hudson Emerson Jaden Brady
Johannes Kepler Michael ------------
Johannes Gutenberg ------- --------
Marco Polo Deysi -------- Marquan
List C
Francisco Petrarch ----------- ----------
Donatello Mayk Cesar Annadale
Girolamo Cardano -------- ---------
Lorenzo de Medici -------- ----------
Galen ------------- Ashleigh
Pope Clement V Troy Jace
Pope Gregory XI ------------- ---------
John Wycliffe -------- ----------
Jan Hus ------------- ---------
Catherine of Siena Lexi -------
Huldrych Zwingli ------------- ---------
William Tyndale Juliet -------------
Queen Mary of England Ailish Valeria
Ignatius Loyola --------- ---------
Prince Henry the Navigator --------- -------- Ryan
Pedro Cabral -------- ------- Jennifer
John Cabot ---------- ------------ Katie
Giovanni da Verrazano Hector -----
Francis Bacon --------- Owen Kyle
Antoine van Leeuwenhoek -------- ----------
Daniel Gabriel Fahrenheit --------- ----------
Artemisia Gentileschi Julia ------------
Isabella d'Este Rachel Caitlin
Lucretia Borgia Yasmin ---------
Ben Johnson ---------- Jorge Nate
Elisabetti Sirani Elzie -------------
Raphael (Sanzio) -------- ------------ Karlos
List D
Other people you can suggest
Grades will be based on three things: Your speech, your written paper, your action figure. Each will be work 1/3 of your overall grade.
Follow this link and take the quick quiz to find out which Greaser you are.
Write your result in your journal.
Review your notes for that character.
What do you have in common with that character?
Write a 75 cent paragraph long response explaining the traits that you and that character share, how you are alike? Do you agree with your result? Why or why not? Which Greaser do you think you have the most in common with?
Count up the money you spent on your paragraph and write down the amount at the bottom of the page.
Which explorer was the first to establish a sea route to Asia? For which European country did he sail? Use the correct color to trace the route of this voyage. Label it with the explorer's name and the year(s) of the voyage.
Which explorer was the first to sail to the east coast of South America? For which European country did he sail? Use the correct color to trace the entire route of this voyage. Label it with the explorer's name and the year(s) of the voyage.
By 1600, on which continents did Portugal claim or control territory or cities Use the correct color to shade and label the areas claimed by Portugal.
Which explorer was the first to sail to what are today the Caribbean Islands between North and South America? For which European country did he sail? Use the correct color to trace the route of this voyage. Label it with the explorer's name and the year(s) of the voyage.
Which explorer was the first to lead a voyage that eventually went around the world? For which European country did he sail? Use the correct color to trace the route of this voyage. Label it with the explorer's name and the year(s) of the voyage.
Which country had explorers who led expeditions into the lands of the Aztecs and Incas in North and South America? Who were these explorers? Use the correct color to trace the route of these expeditions. Label it with the explorer's name and the year(s) of the voyage.
By 1600, on which continents did Spain claim territory? Use the correct color to shade and label the areas claimed by Spain.
Which European countries during this period sent explorers to North America's east coast. Name three of these explorers. Use the correct color to trace the route of this voyage. Label it with the explorer's name and the year(s) of the voyage.
Finally, take a look at Cortes letter to Emperor Charles V of Spain in the original text and in translation to answer questions about what he says he saw in Tenochtitlan.
Now you are ready to answer the question citing evidence from the documents to support your position.
The Heian-Kyo period is considered Japan's Golden Age because it produced so many great works of art including many diaries like Sei Shonogan's Pillow Book.
Use your notes from the activity and chapter 21 to create your own pillow book about life in Heian-Kyo Japan. Follow the directions on the handout and the blue sample pages on the white board.
You should focus each paragraph of your pillow book/diary on one section of your notes. Be sure to include at much historical information in your diary as you can. Even the pictures should be historical.
You may include captions for each picture as part of your 500-700 words.
Remember 500-700 words is between three and five pages for most people, including pictures.
You may make your diary tell a longer story.
Here are some pictures you can use to inspire your diary. You may base your illustrations on these pictures.
Shrine of Emperor Kammu. Your dairy might describe a trip to one of Heian-Kyo's many shrines. You might describe what the priests look like the way Sei Shonagon's did in The Pillow Book
Fujiwara Michinaga. Remember your meeting with Fujiwara Michinaga? You can include it in your diary.
A fan from the Heian-kyo period. This could be the fan you found. You can mention it in your diary.
A lady in Heian-kyo period makeup. If you're writing about a woman in your diary, you can describe putting on all of this make-up.
Heain-kyo era painting of a scene from TheTale of Genji. You might be reading Lady Murasaki's book. Write your reacting to the latest chapter in your diary.
Sei Shonagon the author of The Pillow Book. Maybe she mentioned you in it. Maybe you have read some. You can include something from one of the lists she wrote.
Here are some examples of Joseph Cornell and Betye Saar's work. You can use these as models or inspirations for your own Witness in a Box project.
"Parrot for Juan Gris" by Joseph Cornell
"Cassiopeia 1" by Joseph Cornell
"We Was Mostly About Survival" by Betye Saar
"The Liberation of Aunt Jemima" by Betye Saar
Rules for your Witness in a Box project.
Must use:
a box provided by the teacher.
images and shapes
something that hangs or moves
creativity
May not use:
words.
images of the person.
photographs of the actual event.
May use and material in the classroom or at home.
This is a 75% project.* Be creative. Take your time. Make your product look good.
*Final grade will include an artist statement and the essay.
Monday, February 26, 2018
Brown Girl Dreaming by Jacqueline Woodson.
How is where we come from important to who we are?
Much of Brown Girl Dreaming deals with the theme of how where we come from affects who we become. This includes time as well as place. The time period a child was born into, what was going on in history during her early life, affects the adult she grows up to become.
For this project you will research a person or event from the time period covered in Brown Girl Dreaming, the 1960s/1970's Civil Rights Era in American history. You will then create a "Cornell Box" that illustrates your research as a visual metaphor. You will also write up a short $2.50 account of your research. Both your research and your Cornell Box will be presented to the class as a speech. You will then write a first person poem based on your box which you might choose to present at the class poetry slam.
You must select a topic/person from the list below. As part of your research, you will use the audio/visual link attached to your topic, photographs of the event/person you can find online and one article that you locate on your own.
Here are the people/events you can choose from. Be sure to let the teacher know what your selection is. No more than two people may do the same topic.
Each person is linked to an audio/visual program about them. You are required to use this program as part of your research. Listen to it once, then listen again while taking notes about it.
Find a second article about that person or event and a few photographs to help you understand the importance of your selection. You may print out a few photographs (1 to 3) to use as part of your Cornell Box. However, you may not use a picture of the actual person or event. You Cornell Box must be a metaphor, not an exact representation.
You will use your research to create a box about your selection in class later this week.
For this activity you will look at several images, photographs and paintings. Because Ruby Bridges faced very extreme racism in her childhood some of the images may be upsetting and may contain language that is not normally allowed on this website or in class.
Please remember to be respectful when viewing them.
The Journey to the West was a novel published in China in 1592 (16th Century.) It tells the story of a Buddhist monk named Xuanzang who traveled from central China in the mid 7th century, across the Himilayas to India where he studied Buddhism. He wanted to learn the ancient Buddhist texts and bring them all back to China where Buddhism was still a new idea.
If Xuanzang is the hero of his journey, then his three companions are his allies: Sun Wukong (the Monkey King), Zhu Bajie (Pigsy) and Sha Wujing (A strong man called Sandy also known as the Water Buffalo.) The three companions were probably not based on real people. They are considered folklore and have been very popular in China. Each of them goes on the journey to atone for their sinful lives by helping Xuanzang.
You can read about Monkey by following the two links below.
Your assignment:
Create a book about Buddhism in China. Your book will include information about The Journey to the West and about Buddhism in China. Your book will take the form of a Tibetan prayer book like the ones pictured below.
For this project, you will work in teams of three students. Each student will make one section of your book. To make your book use three pieces of legal size paper folded accordion style and taped together into a single long book like this:
To start, fold a single piece of paper in half like this:
Then fold each half back the other way, in half again like this.
Your end result should open up and lay flat. Make three.
One student will have the cover and pages 1 through 4. Like this.
This student will do the following pages:
A cover page including a title, artwork and the authors full names
1. Who was the real life Xuanzang?
2. What was The Journey to the West?
3. Summary of slide show #1 from Asia Society Kids.
4. Summary of slide show #1 from Asia Society Kids.
One student will have pages 5 through 8.
This student will do the following pages:
5. Summary of slide show #2 from Asia Society Kids.
6. Summary of slide show #2 from Asia Society Kids.
7. What are the Four Noble Truths?
8 What is The Eightfold Path?
One student will have pages 9 through 12 and the back cover.
This student will do the following pages:
9. What is Pure Land Buddhism?
10. What is Chan Buddhism?
11. Where is Buddhism today?
12. Who is the Dalai Lama?
Back cover artwork and list of sources used.
Each partner has $3.00 to spend on writing to be divided between the four pages in any way you choose. Each page must include an illustration as well.
When everyone has finished their work, put your pages together into a single book.
Use the websites above, the packet on Buddhism from Stanford and other sources to complete your project.
Buddhist prayers books like this are known for fairly simple, colorful artwork. You may write yours in Chinese characters going down, (This counts as an illustration for that page.) but include an English translation. You may number the pages.
Your project will be graded on overall appearance, quality of the writing included, historical accuracy and the creative touches your group adds to the book.
Projects are due on Friday. You will have time in class today, Wednesday and on Friday.
Just for fun here is a trailer for a movie based on The Journey to the West. The Journey to the West continues to be popular in China. There have been several movies and a television series based on the novel.
