Grade 7 & 8
History Project 50 marks
Expectation: students are required to learn about New France
and British North America.
Phase 1: All assignments must contain a written
component or summary of their assigned chapter: this is a one to two page hand
written or printed explanation on an 8 ½ X 11 sheet of paper.
This is due December 2nd for 7A and 7B. 7C has already done this. Each group member
had to paraphrase or use their own words to summarize the chapter.
Your summary will
count for 10 marks and it will be graded according to your accurate summary of ideas, your
vocabulary, your organization of paragraphs, and the application of language
rules.
Phase 2:
This is due before Friday, December 20th..
You only do one of the suggested activities.
Bring History to Life.
Here are some suggestions. (These
examples, in this case, only apply to the War of 1812). Each person or group has a different topic
according to their previously assigned chapter in the text book.
*You may not use Minecraft.*
*You may not use Minecraft.*
A) Model of a structure or system. i.e. a model of Fort George in Newark or
Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear
indication of streets, government buildings, the Don River, and Lake Ontario
B) Prepare a comic
strip i.e. create a story-board on the
life a Canadian soldier who participated in the Battle of Queenston Heights
C) Perform a play. i.e. re-enact Laura Secord listening to the
planned invasion of Canada and her attempts to inform General Fitzgibbon
D)Design an informative poster or Powerpoint presentation.
i.e. list and explain the number of wars between America and England during
this period; then, you must highlight the most important battles and explain
why they were very important
E) Do a documentary
and tape it. i.e. recreate the Battle of Detroit and add historical commentary
F) Create a large
poster diagram. i.e. explain various naval battles that occurred along Lake Erie
G) Write out a script
for a debate. i.e. one student argues that Native groups contributed greatly to
specific battles and intelligence to help win the war while another student
argues that Canadian militia and British forces contributed greatly.
H) Write two stories
or two perspectives about the
Battle of New Orleans i.e. one from a British soldier and the other from
an American soldier
I) Create maps with
an explanation. i.e. indicate the number of battles fought along the St.
Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most
critical battles and which were less significant
J) Create diagrams with detailed explanations. i.e. the
daily routine of a soldier stationed at Fort York
K) Write out a recipe for a dish made for soldiers. Be sure
to include diagrams and instructions on how to prepare the food. You can even
make it. Be aware of food allergies in the class.
L) Write and perform an informative rap or hip hop song that
conveys the accurate historical information of your topic. i.e.
Governor Kayne West drops hip-hop lyrics on why America should declare
war on the British Empire
N) Design a website, blog or
Instagram account that conveys the information. i.e. authentic battle
hymns, songs, and marches with a historical
explanation.
O) Draw an outfit or a piece of clothing from that period.
You can even make it with fabric. i.e.
French Canadian military outfit, a British military outfit, a Canadian militia
outfit, and a Native warrior
P) A historical and
semi fictitious diary entry of a person i.e. the wife of a soldier or general
Q) Write a speech to a various group i.e. Tecumseh motivates
his people to stop settlers from colonizing the Ohio Valley
R) Create your own podcast about your topic.
S) Be a fashion designer
by sewing or knitting clothing worn in that period. i.e. Make a 19th century British
uniform.
One of these is done by the group members.
January
Phase 3: The group must teach a lesson. They must be able to explain the main topics
of their chapter. They have to create an
activity for the students to learn the material, such as a Jeopardy game.
The lesson plan has the following format:
List your group members:
List the materials needed to teach the lesson:
3) Write down the chapter title and and page numbers for
your lesson.
4) Provide the main
ideas of this chapter on the chalkboard. 5 minutes
5) Provide an explanation of the events, people, and other
things. 10 minutes
6) Design an activity for the students to do. 20 minutes
7) Review the main concepts of the lesson.
5 minutes
*Student might want to have the students do a
hands-on-activity, such as designing various 17th century hat designs using
construction paper or foam board. This
would deal with the fur trade and emphasize the different styles of hats. Students could also compete in a Jeopardy
like game to review the main ideas.
Rubric: I will grade phase two according to the following
criteria:
historical accuracy,
originality,
presentation skills
(visual messages, your body language, your eye contact, and the
projection of your voice),
the quality level of your content,
and quality of
written explanations.
Each category is out
of 4 and the total is 20.
*All subjects must be finalized by Mr. Paralusz to provide
variety and originality.*
Your lesson will be graded on the following:
Preparation
Visual messages
Understanding of the material
The level of involvement of the students
How well the group works together and how smoothly, and on
time, the lesson proceeds.
Each category will have four mark and there will be a total
of 20 marks.
