Topic:

THE INTERVIEW PROJECT

Teacher/Team:

US History

Grade Level:

9-10

School:

Solon High School

Ohio Graduation Competencies:

American Heritage

1. analyze information about major historical developments* by:

a. interpreting documents (i.e., Declaration of Independence, Northwest

Ordinance, U. S. Constitution [including amendments]),

b. identifying and comparing experiences and perspectives,

c. assessing credibility of sources (e.g., primary and secondary sources,

biased and objective accounts), and

d. interpreting data (e.g., charts, graphs, narratives, illustrations, and

photographs).

2. identify and explain cause and effect relationships for major

historical developments,* including:

a. historical antecedents (e.g., related and unrelated events),

b. multiple causation, and

c. accidental, irrational, or unexpected circumstances.

Project/Task:

·        Students will investigate the lives and influences of significant figures

·        Students will synthesize their research in order to create hypothetical interviews with their chosen figure.

·        Students will judge assigned peer projects as part of their assignment.

Assessment:

·        Student projects will be peer graded and also graded by the teacher based on connection to the curriculum.

Introduce Activity

Learning Strategies:

1.    Research in text, library materials, and on web.

2.    Designing authentic questions and answers supported by the research and curriculum.

Tools:

Computers, scanners, digital cameras, textbooks, and library materials.

Teacher/Team:	US History
Grade Level:	9-10
School:	Solon High School
Ohio Graduation Competencies:	American Heritage *1. analyze information about major historical developments by: a. interpreting documents (i.e., Declaration of Independence, Northwest Ordinance, U. S. Constitution [including amendments]), b. identifying and comparing experiences and perspectives, c. assessing credibility of sources (e.g., primary and secondary sources, biased and objective accounts), and d. interpreting data (e.g., charts, graphs, narratives, illustrations, and photographs). 2. identify and explain cause and effect relationships for major historical developments,* including: a. historical antecedents (e.g., related and unrelated events), b. multiple causation, and c. accidental, irrational, or unexpected circumstances.**
Project/Task:	· Students will investigate the lives and influences of significant figures · Students will synthesize their research in order to create hypothetical interviews with their chosen figure. · Students will judge assigned peer projects as part of their assignment.
Assessment:	· Student projects will be peer graded and also graded by the teacher based on connection to the curriculum. Introduce Activity
Learning Strategies:	1. Research in text, library materials, and on web. 2. Designing authentic questions and answers supported by the research and curriculum.
Tools:	Computers, scanners, digital cameras, textbooks, and library materials.