Grade(s):

Middle School

Subject(s):

PEAK

PEAK / Gifted

Summer School

Title:

National History Day

Timing:

September- March

Driving Question:

(Changes each year, according to the annual theme) 2019-2020: What barrier (physical, ideological, social, medical, racial, gender, etc...) was broken and how did that break create change?

Project Description:

National History Day provides an opportunity for students to research a significant historical topic within the context of a national theme. Students choose a historical topic (20+ years in the past), conduct authentic research, analyze and synthesize their findings, decide on the best product by which to present their research and findings (paper, website, group website, performance, group performance, documentary, group documentary), and defend their research conclusions to an outside, scholarly audience.

Final Product(s):

Research paper and project of their choice.

Essential Standards:

NAGC 3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

RI.1.A - Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.1.C -Interpret visual elements of a text including those from different media and draw conclusions from them (when applicable).

RI.1.D - Explain the central/main idea(s) of a text and analyze its development over the course of a text; provide an objective summary of the text.

RI.2.B - Analyze how the author acknowledges and responds to conflicting evidence or points of view in a text.

RI.2.D - Evaluate an author's argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.3.A - Compare and contrast information presented in different mediums and analyze how the techniques unique to each medium contribute to meaning.

RI.3.B - Analyze two or more texts that provide conflicting information on the same topic, and identify where the texts disagree on matter of fact or interpretation.

RI.3.C - Explain how the central ideas of text reflect historical and/or cultural contexts.

RI.3.D - Read and comprehend informational text independently and proficiently.

W.1.A - (Research) Conduct research to answer a question (including a self-generated question); gather relevant, credible sources, print and digital; integrate information using a standard citation system.

W.2.A.a -(Research) Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience; develop writing expository techniques. Expository: Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details; establish relationships between ideas and supporting evidence.

W.3.A - Review, revise, and edit writing with consideration for the task, purpose, and audience. a. Organization and content: Introduce the topic, maintain a clear focus throughout the text, and provide a conclusion that follows from the text. Add or delete content and change organization to achieve the writer's purpose. b. Word choice, syntax, and style: Choose precise language and make syntactical choices appropriate for the style, task, and audience.

Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. d. Use a variety of appropriate transitions to clarify relationships, connect ideas and claims, and signal time shifts. e. Use technology, including the Internet, to produce and publish writing, present the relationships between information and ideas efficiently, and interact and collaborate with others.