- Students should be working on their perspectives in history project.
- If you haven’t completed your interview with a family member, make sure you do that as soon as possible.
- If you are done or if you can’t do anymore of your work because you haven’t interviewed someone yet, you can play one of the games at the bottom of this post:
Tutor: Study Hall. Or you can play one of the games below.
Objective: To look at similarities and difference in how people perceive historical events.
flickr photo shared by Alan Cleaver under a Creative Commons ( BY ) license
|Background TSC: A, B
|Interview Questions TSC D
|Final Project TSC A, D
Guiding Question: Does everyone see “history” in the same way?
We are going to look at various perspectives of a single historical event. You will research one event, then interview someone you know who has lived through it.
Part 1: Background information – Secondary sources
- Research a single historical event which took place in your family’s lifetime and gain a good understanding of it.
- Research through history books, websites and photographs
- Write a half-page description of the event, as portrayed in your secondary sources, not through your family’s perspective.
- List 3 secondary sources you might use -MLA Format
- List 3 primary sources you might use – MLA format
Part 2: Interview Questions
Figure out who you are going interview
- Friend of the family
You will create a questionnaire
- Be thoughtful about the questions you ask. You do not need to ask about personal/private information…. you area only concerned about how your relatives saw the events of a particular time period.
- Write a list of questions that show your understanding of the historical event. The more you know about it, the better the answers will be.
- Discuss specific people or perspectives of the event. If you just ask “What happened that day?” you will only get information that you already collectedin part 1.
- You may ask how their perspective has changed over time (then and now)
- You can use secondary sources as prompts. Things like newspaper articles, photographs etc.
- After your questions have been submitted and approved, you may fix an appointment to conduct the interview
- If possible, collect primary sources from your interviewee
- Copies of birth certificates, photographs, report cards, school certificates, journals, etc.
- Often these sources can be found in old trunks, photo-albums, etc. Ask people.
Part 3: Presentation: Analyze the evidence collected in the same way a historian would to answer the research question:
Does everyone see “history” in the same way?
You will present your findings any which way you want: (5 minutes maximum)
- You must include both primary and secondary evidence to support your arguments
- You should include excerpts of your interviews in appropriate places to support your finding.
Your presentation should show your interviewee’s perspective on the historical event and how it may or may not differ with the official account you have collected in part 1
Have you ever thought about how a simple cotton t-shirt gets to you?
We are going to watch and read the 5 little videos on this NPR site. (Check out the chapters.)
Then, using it as a template (the 5 chapters), you are going to make a COPY of this GoogleSlides and complete it. INDIVIDUALLY.
You should make all your notes and preparation on your trade document.
You will choose a SIMPLE and COMMON product that YOU use. And then you will research the same parts –
- WHAT it is
- HOW it’s made (check out the How it’s Made video on YouTube – they might help!)
- WHO makes it
- How it is MOVED around the world
- how the production etc effects YOU
Make sure that you use as many relevant economics terms as possible. And we know you have a lot of them now!
Start with Encyclopedia Britannica.
You will have 3 or 4 double periods to work on this.
If you aren’t sure what to do, watch the NPR videos and read the site again for inspiration!
It will be assessed using Criteria A and Criteria B