Below are listed some of the types of projects that you can do for the history class you are taking with Dr. Reynolds. You are expected to complete ten projects, at least one of which must be a historical document. Check the "Calendar" section in the class Syllabus for the due dates. Remember, you can do any project two times, which means you will be doing at least five different types of projects (two movie reviews, two website reviews, etc., but at least one project must be a historical document). You are encouraged to turn your projects in at least 72 hours before they are due so if a project is rejected you will have time to redo it. Also make sure you keep a copy of each project until you know the work has been received and accepted. Then keep your accepted emails until your final grade is verified.
If you would like to suggest a project other than what is listed below, you may. Other projects that students have done include songs, reviews of video games, reviews of historical sites the student has visited during the term of the class, and evaluations of paintings that depict history. Just get your idea cleared with Dr. Reynolds first. And remember that your projects must specifically mention the primary history of your class.
HISTORICAL OR POLITICAL FILM CRITIQUE
1. What is the title of the film you viewed, what was the delivery venue (HBO, Netflix, theater) and what is the date you saw the film? 2. Why did you select the film? 3. What did you need to know about American history to understand the film? Be specific. 4. What did you learn about American history from watching the film? Be specific. 5. What historical questions were left unanswered? 6. What is the film's message and does the film effectively convey its message? As a tool of communication, what are its strengths and weaknesses? 7. How do you think the filmmaker wanted the audience to respond? 8. Does this film appeal more to the viewer's reason or emotion? How does it make you feel? 9. What does this film tell you about things at the time it was made (and when was it made)? 10. What is the central message of the film? 11. Would you recommend this film as an effective study tool? 12. Is there anything else you would like to add?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences.
HISTORY LECTURE CRITIQUE WORKSHEET 1. What is the title of the lecture? 2. What is the name of the lecturer? 3. What is the date and place of the lecture (lectures you attend need to be within the term dates of your class but the lecture can come from outside your class semester dates if you are listening to something over the Web)? 4. What was the theme, that is, the thesis of the lecture and how did it relate to the primary history of your class? 5. What did you need to know about American history to understand the lecture? 6. What are the main points of the lecture? Be specific as to how it relates to the primary content of your class. 7. What did you learn about American history from the lecture. Be specific. 8. Were there primary sources (letters, diary accounts, photographs, film footage from the actual event) or secondary sources (second hand information)? 9. What was the use of multi-media materials? 10. Did the lecturer prove the validity of the thesis? How or why not? 11. What significant questions were raised by the presentation? 12. What contributions did the presentation make to the study of your course topic?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. And if you heard the lecture over the Web, then please attach a link to the lecture.
HISTORICAL MUSEUM OR LIBRARY EXHIBIT CRITIQUE WORKSHEET
1. What is the name of the museum or library you visited? 2 What is its location and the date that you visited? 3. What is the purpose of the museum or library you visited? 4. What was the theme of the current exhibition? 5. How did the exhibit relate to the primary history of your class? 6. What was the effectiveness of the display? 7. What would one need to know about American history to understand the exhibit? 8. What history did you learn from the exhibit? 9. What was the broad social and political context of the exhibition? 10. Would you recommend this exhibition (why or why not)? 11. What improvements, if any, would you make in the exhibition?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Please also attach a copy of the Museum/Library brochure to your report and the receipt of your visit if you paid to go in. And make sure the exhibit you review relates to the time frame and content of your class.
HISTORICAL BOOK REVIEW WORKSHEET 1. Cite the title of your book and its place and date of publication. 2. What is the thesis, original premise, or hypothesis of the book? 3. What are the sources used by the author to advance the book's thesis? 4. What is the scope of the book (that is, the areas or topics covered in the book)? 5. What are the major points of the book that relate to the history of your class? 6. What are the minor points worth mentioning? 7. Does the author do what was intended? 8. Are there any points that were not covered that should have been? 9. How would you compare this work with others you have read on the subject? 10. Have you learned anything from this work? 11. Would you recommend this work to others? If so, why? If not, why not?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences.
HISTORY WEBSITE CRITIQUE WORKSHEET
1. What is the name of the website you reviewed? 2. What is the URL (address)? 3. Why did you select this website? 4. Give a description of this location and how it relates to the primary history of your class. What specific areas did you view that relate to the primary history of your class? 5. What does one need to know about American history to understand the website? 6. What did you learn about American history from visiting the website? Be specific with examples of things that specifically relate to the primary history of your class. 7. How accurate is this information? What item did you check for accuracy? How is it the same or different from what is in your assigned texts? 8. How objective is this information? What item did you check for objectivity or to see if the material was subjective? If it was subjective, explain how. 9. How recent is this information? 10. How much coverage (scope)? 11. Who created and maintains the website? 12. Who is the intended audience of the website? 13. Would you recommend this site? Why or why not?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences.
HISTORICAL PHOTOGRAPH OR PAINTING ANALYSIS WORKSHEET 1. Describe what the item depicts and when and why it was taken. 2. How does the item reflect the primary history of the class? 3. What does one need to know about the primary history of the class to understand the item? 4. What does one learn about history from examining the item? 5. List people, objects, and activities in the item. 6. Based on what you have observed above, what does the item tell you about life during the time it was made? 7. What questions does the photograph raise in your mind? Where could you find answers to them?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. HISTORICAL CARTOON OR DRAWING ANALYSIS WORKSHEET
1. Describe your cartoon or drawing and how it relates to the primary history of your class. 2. State when and why it was done and by whom. 3. What was the motive for the cartoon or drawing? 4. What does one need to know about American history to understand it? 5. What did you learn about American history from seeing it? 6. List the objects or people you see in the cartoon or drawing. 7. Are there any important dates or numbers that appear in the cartoon or drawing? 8. Which of the objects on your cartoon or drawing appear to be most significant? Why do you think so? Which words or phrases? 9. Explain the message of the cartoon or drawing. 10. What special interest groups would agree/disagree with the message of the cartoon or drawing? Why?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Also, attach a copy of the cartoon or link to it, and make sure your work relates to the content and time frame of your class.
HISTORICAL POSTER ANALYSIS WORKSHEET
1. What does the poster depict and when and why was it done? 2. What does one need to know about American history to understand the poster? 3. How does the poster reflect American history? 4. Are the messages in the poster more visual or verbal? Explain. 5. Who do you think is the intended audience for the poster? 6. What does the maker of the poster hope that the audience will do? 7. What purpose(s) is/are served by the poster? 8. Is this an effective poster?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Also, attach a copy of the poster or a link to it, and make sure your work relates to the content and time frame of your class.
HISTORICAL WRITTEN DOCUMENT ANALYSIS WORKSHEET
Note that you must turn in at least one historical document review!
1. What is the document about and when and why was it written? 2. By whom was the document written? 3. How does it relate to the primary history of your class? 4. What would one need to know about the primary history of your class to understand the document? 5. What did you learn about the primary history of your class from reading the document? 6. What is the classification of the document (Choose One): Newspaper Letter Patent Memorandum Congressional Record Telegram Press Release Report Advertisement Map Census Report Other 7. For what audience was the document written? 8. List three things the author said that you think are important. 9. What evidence in the document helps you to know why it was written? Support your answer with a quotation from the document. 10. What does this document tell you about life at the time it was written? 11. Write a question to the author that is left unanswered by the document.
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Also, attach a copy or link to the document to your email.
HISTORICAL INTERVIEW WORKSHEET
Oral history is a wonderful way to record the past. Perhaps there is someone from America's past with whom you would have liked to converse? If so, here is your chance! Select someone from the primary history of your class and interview that person using the questions below as your guide. Or, if you prefer, interview someone from today, like a museum curator or docent or a politician or a relative, who knows something about some period related to your classes' content. Whatever you decide regarding this assignment, have fun! Once you decide on a person and a topic, here are some basic things to consider:
1. Politely approach the person that you want to interview and explain that while you are doing the interview for a class, you are genuinely interested in what the interviewee has to say. 2. Set an interview time and location where you can be alone with the interviewee so that person will feel comfortable talking to you. 3. Ask the interviewee if you can tape the conversation (assuming you want to, and I recommend you do). 4. Before the interview, do your homework! Learn all you can about the person you are going to interview and about the subject of the interview so you can formulate the proper questions. Make sure the questions relate to the primary topic of your class. It might not be a bad idea to run the questions past Dr. Reynolds before you do the interview. 5. When you go to the interview, don't forget to take a recording device (if applicable) plus a good supply of paper and pens. 6. During the interview, ask your questions but be patient if the interviewee wants to discuss other matters or goes off on a tangent. Remember, they are doing you a favor by allowing the interview. Remember too to take careful notes. 7. When the interview is done, be sure to thank the interviewee. 8. When you do your write-up of the interview, please attach a copy of the questions asked and the responses. However, the actual paper should be done in essay form and should include at least the following: a. Who was the person you interviewed, when and where did you do the interview, and what was the primary subject matter (in other words, why did you choose this person to interview)? b. What did you learn from the interview? Any surprises? c. Was the interview worthwhile in terms of learning history? Why or why not? d. Is there anything else that came up during the course of the interview that you'd like to share (whether or not it relates directly to your class)?
HISTORICAL VIDEO GAME ANALYSIS WORKSHEET
1. What is the name of the game you reviewed? 2. What is the URL (web address) if applicable? 3. Why did you select this game? 4. Give a description of the video game and how it relates to the primary history of your class. What specific areas did you view that relate to the primary history of your class? 5. What does one need to know about American history to understand the game? 6. What did you learn about American history from playing the game? Be specific with examples of things that specifically relate to the primary history of your class. 7. How accurate is this information? What item did you check for accuracy? How is it the same or different from what is in your assigned texts? 8. How o receive was the information? What specifically did you check for objectivity? 9. Who created and maintains the game? 10. Who is the intended audience of the game? 11. Would you recommend this game? Why or why not?
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Also, attach a copy of the cartoon or drawing or a link to it, and make sure your work relates to the content and time frame of your class.
HISTORICAL SONG ANALYSIS WORKSHEET
1. What is the name of the song, what is the song about, and when and why was it written? 2. By whom was the song written? What is that person's background? Does the person have a personal relationship to the song? 3. How does the song relate to the primary history of your class? 4. What would one need to know about the primary history of your class to understand the song? 5. What did you learn about the primary history of your class from the song? 6. For what audience was the song written? 7. List three things the song says that you think are important. 8. What evidence in the song helps you to know why it was written? Be specific. 9. What does this song tell you about life at the time it was written? 10. Write a question to the song writer that is left unanswered by the song.
The easiest way to proceed might be to just cut and paste the above into your email and answer the questions. Please write your answers in full sentences. Also, attach a copy or link to the document to your email.
OTHER OPTIONS:
Don't forget, you are welcome to suggest other projects like a song review, the review of a painting, the review of video game, or anything else that might enhance your understanding of the primary class material. If you get approval for something that does not have a worksheet above, then pose your own questions. What you want to discuss is how the project directly relates to the primary material of your class and/or what one would need to know about the primary material covered in your class to understand your project.