Grade(s):

High School

Subject(s):

ELA, SocialStudies, PEAK

PEAK / Gifted

Summer School

Title:

National History Day

Timing:

October-November; last 2 weeks of February

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):

Individual (Required): Historical Research Paper

Individual (Optional): revised paper, website, performance, documentary

Team (Optional): group website, group performance, group documentary

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.

A. RI.1.A - Draw conclusions, infer and analyze by citing relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

B. RI.1.D - Explain two or more central/main ideas in a text, analyze their development throughout the text, and explain the significance of the central ideas; provide an objective and concise summary of the text.

C. R.3.A - Analyze how similar ideas or topics are portrayed in different media formats.

D. RI.2.D - Evaluate an author's argument, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.2.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; self-select and blend (when appropriate) previously learned narrative, expository, and argumentative writing techniques.

ACT ORG 603 - Provide a subtle introduction or conclusion to or a transition within a paragraph or essay.

W.3.A.a -(Research) Review, revise, and edit writing with consideration for the task, purpose, and audience: Organization and Content: Introduce the topic, maintain a clear focus throughout the text, and provide a conclusion that follows from the text. Achieve the writer's purpose and demonstrate an awareness of audience by making choices regarding organization and content. .

ACT KLA 602 - Delete redundant and wordy material that involves fairly sophisticated language or that sounds acceptable as conversational English (S&W R17)