Ms.

Fillingham
8th Grade U.S. History

Independent Historical Research & Peer Teaching Project

The purpose of this assignment is to independently research a specific topic of interest in U.S. history
that we have not studied in depth in this class. You get to play teacheryou will give a brief 10-minute
(or 20 minute, if working in pairs) presentation where you will teach the topic of interest to your
classmates.

There are two major components to this project: the research and teaching the historical research to
your peers. Each of these components is explained below.

Expect to spend a significant amount of time outside of school working on this project, in addition to
regular class activities and assignments. You will be given at least 1 day a week in class to work on this
project (sometimes you will have 2 days).

This is an independent project, however you may pick to work with only one other person (no more
than groups of 2). Please note: group projects will be expected to put in twice the amount of work and
effort as an independent project (for example, the peer teach-in should be a minimum of 20 minutes, with
each person speaking a minimum of 10 minutes each). Each group member will also be expected to
submit a self-evaluation; students researching independently will have the option to fill out a self-
evaluation but it is certainly not required.

This is an historical research project; therefore you may not write about a current event or topickeep
2001 as the latest possible year you could research (for researching 9/11). Ask me if you have a question
about this.

1. Research
a. Central Question Form: You will pick a question that will guide your research and
indicate it on a form that will be due at the beginning of class on Friday, April 11. This is not
necessarily a thesis, as youre not writing a paper, but think of it as a main focus. Think of it
as an essential question, where it should have no right or wrong answer, and should
generally have why or how in the question. (Note: you are not writing a biography. If
youd like to write about a specific person in U.S. history, you could compare their life with
another person.)
i. Example: Why was Rosa Parks' protest the start of the Montgomery Bus Boycott?
ii. For topic ideas and central questions, go to [Link]

b. Bibliography 2 parts
i. Bibliography Form: (at least 7 sources for independent projects and 14 sources for
group projects, not counting Wikipedia or the textbook): This Bibliography form,
which is located on pages 6-7, asks you to list the resources you plan to use prior to
your research. It is not in MLA format.
ii. Bibliography in MLA format: On Friday, May 9, you will turn in a formal
bibliography using the sources you actually used for this research, as your sources
may change. This must be typed in standard font, with 1-inch page margins and
standard font size (12). Again, at least 7 sources for independent projects and 14

1

sources for group projects, not counting Wikipedia or the textbook. You should
already know by now MLA format, but just in case you need a refresher, please go to
the following website: [Link]
iii. A note on sources: once you hand in the Central Question Form, I will approve your
topic and start listing resources for you to use for your project on this webpage:
[Link]

2. Presenting the Historical Research, or Teaching the Historical Research through a
Powerpoint, Google Presentation, or Website (NO posters): Remember, you are the teacher.
This should not be the transcript to your teaching. Think about the PowerPoints that I show you in
class: I dont read off of them, I tell the story. This is due Friday, May 9, 2014 (you may change
your website between then and the teaching session, however it must be complete by this date).
You have two options as to how you will present your information:
i. Google Presentation or Powerpoint: You will have a minimum of 15 slides (for
group projects: 30 slides), each with text and images. You could put an image on one
slide and ask the class to analyze it. It should be easy to read and well organized.
ii. Website: You can use whatever website platform you choose (Wordpress, Blogspot,
Wix, Weebly). You should have at least five different pages, with a minimum of three
images per pages.

b. Outline of teaching session: Prior to your teach-in, you will submit a set of index cards or
submit the notes feature on PowerPoint or Google Presentations. For more information
on how to make an outline, go to the following website: [Link] This
is due at the beginning of class on Friday, May 2, 2014.
c. One-page handout to accompany brief peer-teaching session (two pages if you are
working in a pair). This will be typed, single-spaced, 12-size font, standard font (like
Times New Roman, Calibri, Cambria, etc.). This will contain all of the information that you
think your students need to know about your researched topic. Think of this as an outline
for a paperthere does not need to be complete sentences, but make sure that other
people can read it. This is due at the beginning of class on Thursday, May 8. I will copy this
and then distribute it to your classmates the day of your teaching session.
d. 10-minute teaching session: You will be teaching your peers about the topic of interest
that you researched about. Remember to present this information in an organized way:
starting with your central question and explaining events or people chronologically will
help. Have an introduction and conclusion. Teaching sessions will occur Monday, May 12 to
Friday, May 16.
i. Extra credit opportunity: For those who volunteer to teach the first two days of the
teaching week, you will get 3 extra points added on to your presentation. For that
person who volunteers to speak first on May 12, you will get 2 extra points (with the
3 points) added on to your presentation.

3. Self-Evaluationrequired ONLY for those working with another person, optional for those
working independently.
a. At the end of the project, your research partner and you will decide whether or not you
would like be graded individually or as a group.

b. The day after your group presents, each person will turn in a self-evaluation of the project
(see on page 8), which gives you an opportunity to evaluate the work you contributed to
this project.

Modeling good student behavior during peer teach-ins:

There is another component to this project, which will directly relate to your semester exam:
During the peer teach-ins, you will be listening and following along with your peers handout. Like any
class, you will be expected to pay attention and ask clarifying questions at the end of the teaching session.

I will then take all of the handouts and test you on a handful of informationmostly basic information of
how, what, why, when, etc. on the semester exam (Note: You will only be expected to know information
from the presentations given in your cohort; 8X is not responsible for 8Ys projects and vice versa).
Therefore, please pay as much attention to the presentations as possible. If you are sick, you are still
responsible for the information that you missed. Feel free to speak with me if you have questions or
concerns.

Extra credit opportunity (10 points)

In addition to earning extra credit depending on when you sign up for your teaching session, you can read
an entire history book related to your project. Use it as a resource and write a one-paragraph (4-6
sentences) about what you learned about the book and what was the most interesting aspect of the book.
I can suggest books for you, so if youd like my help, please let me know. The book must meet my
approval.

Independent Historical Research & Peer Teaching Project

Due Dates



Component

This presentation is worth 100 points toward the 4th quarter grade.
Points

Due Date (all due at the beginning of

Central Question Topic Form

Bibliography Form
Outline of teaching session (index cards or notes
from PowerPoint/Google Presentation)

5
5
10

Friday, April 11, 2014

Thursday, April 17, 2014
Friday, May 2, 2014

One-page handout to accompany teach-in

Content, appearance, and organization of
PowerPoint, Google Presentation, or website

10
20

Thursday, May 8, 2014

Friday, May 9, 2014

Bibliography in MLA Format

Teaching Session Presentation (see Presentation
rubric on page 4 for details)
Self-evaluation (REQUIRED for groups of 2,
OPTIONAL for independent projects)

10
40

Friday, May 9, 2014

Monday, May 12 to Friday, May 16

0*

The day after you make your

presentation.

*For groups, turning this self-
evaluation in on time will factor
into the teaching session
presentation grade.

class! It will be counted late if it is turned

in later in the day)

Presentations begin in class on Monday, May 12 (and extend to Friday, May 16), and should last no longer
than one week. This project deadline will not be extended because there needs to be time and
preparation for studying for the semester exam.

For topic ideas and central questions, go to [Link]

Teaching Session Presentation Rubric

Below Standard
(6 points)

Approaching
Standard
(7 points)

At Standard
(8.5 points)

Explanation
of Ideas and
Information
(out of 10
points)

Uses too few,

inappropriate, or
irrelevant descriptions,
facts, details, or
examples to support
ideas

Uses some descriptions,

facts, details, and
examples that support
ideas, but there may not
be enough, or some are
irrelevant

Organization
(out of 10
points)

Does not include

important parts
required in the
presentation
Does not have a main
idea or presents ideas in
an order that does not
make sense
Does not have an
introduction and/or
conclusion
Uses time poorly; the
whole presentation, or a
part of it, is too short or
too long

Does not look at

students; reads notes or
slides
Does not use gestures or
movements
Lacks poise and
confidence (fidgets,
slouches, appears
nervous)

Mumbles or speaks too

quickly or slowly
Speaks too softly to be
understood
Frequently uses filler
words (uh, um, so, and,
like, etc.)
Does not speak
appropriately for the
context and task (may
be too informal, use
slang)

Includes almost
everything required in
the presentation
Moves from one idea to
the next, but main idea
may not be clear or
some ideas may be in
the wrong order
Has an introduction and
conclusion, but they are
not effective
Generally times
presentation well, but
may spend too much or
too little time on a topic
or idea
Makes infrequent eye
contact; reads notes or
slides most of the time
Uses a few gestures or
movements but they do
not look natural
Shows some poise and
confidence (only a little
fidgeting or nervous
movement)
Speaks clearly most of
the time; sometimes too
quickly or slowly
Speaks loudly enough
for most of the audience
to hear, but may speak
in a monotone
Occasionally uses filler
words
Tries to speak
appropriately for the
context and task

Eyes & Body

(out of 10
points)

Voice
(out of 10
points)

Above
Standard
(10
points)

Uses relevant, well-
chosen descriptions,
facts, details, and
examples to support
claims, findings,
arguments, or a possible
answer to the Central
Question

Includes everything
required in the
presentation
States main idea and
moves from one idea to
the next in a logical
order, emphasizing
main points in a focused,
coherent manner
Has an effective
introduction and
conclusion
Organizes time well; no
part of the presentation
is rushed, too short or
too long

Keeps eye contact with
audience most of the
time; only glances at
notes or slides
Uses natural gestures
and movements
Looks poised and
confident

Speaks clearly; not too
quickly or slowly
Speaks loudly enough
for everyone to hear;
changes tone to
maintain interest
Rarely uses filler words
Speaks appropriately for
the context and task,
demonstrating
command of formal
English when
appropriate


Central Question and Topic Form
Independent Historical Research & Peer Teaching Project

Your Name: ______________________________________________________

This is due AT THE BEGINNING OF class on Friday, April 11, 2014.

1. What topic do you plan to research?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________


2. What is the central question for your topic?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3. Why do you want to research this topic? Answer this question with complete sentences, a
minimum of 2 sentences (and It sounds cool or I find it interesting is not a sentence).

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Bibliography Form
Independent Historical Research & Peer Teaching Project

Your Name: ______________________________________________________

This is due AT THE BEGINNING OF class on Thursday, April 17, 2014 (there is no class on Friday,
April 18).

Directions: Please fill out the type of source (website, book, etc.). Then indicate the title of the book
and/or website. This form does not need to be in MLA format. When you submit the formal bibliography
on Friday, May 9, it must be in MLA format.
Note: After you submit your Central Question and Topic Form, I will start to compile a variety of
resources from the web where you can use to get your information from. You can find those links at the
following url: [Link] You may not use Wikipedia, [Link], or any other
website similar to those sites as a source. Points will be deducted from project if you use
Wikipedia or [Link] as a source.

List of interview questions you plan to use:

1. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


2. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


3. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


4. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


5. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


6. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________

7. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


8. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


9. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


10. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


11. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


12. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


13. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________


14. Type of source: _____________________________________________________________

Title of source: ______________________________________________________________________________________

For more sources, please use another piece of paper.

Self-Evaluation Form
Independent Historical Research & Peer Teaching Project
REQUIRED for EACH PERSON in a group projects;
OPTIONAL for Independent Projects

Your Name: ______________________________________________________
Who are you working with? (only for groups) ______________________________________________________
Topic of Project: ______________________________________________________
Central Question of Project: ______________________________________________________

(Groups only; circle one): Please indicate whether or not you would like be evaluated as a group or
individually:


We decided as a group that we would be graded INDIVIDUALLY.




We decided as a group that we would be graded as a GROUP.

This form is due THE DAY AFTER you make your presentation.

1. How did you contribute to the research portion of this project? This includes the central
question, bibliography, and finding information to support the teaching session. Please give
specifics and write in full sentences. A minimum of 4 sentences.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

2. How did you contribute to the teaching session? You can talk about putting together the
Powerpoint, Google Presentation, or Website, outlining the teaching session, writing the
one (or two) page handout, and presenting the information to your peers. Please give
specifics and write in full sentences. A minimum of 4 sentences.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Feel free to use another piece of paper if you need more space to write.