Below are listed the types of projects that you can do for the history or political science class you are taking with Dr. Reynolds. Make sure you direct the projects you select toward the specific class you are taking! So if you are taking a history class, your projects should relate to the major historical events you are studying. And if you are taking a poli sci class then your projects should relate to the primary subject matter of that class! Either way, whether you are taking history or political science, you are expected to complete ten projects. Remember, you must not repeat a project more than once (so you can do any project two times which means you will be doing at least five different types projects). Be sure to follow the directions on each project sheet (although project reviews can be from 1 to 3 pages). 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 a video games, reviews of historical or political sites the student has visited, and evaluations of paintings.) Just get your idea cleared with Dr. Reynolds first. And remember, if you are taking a history class then your projects must relate to the primary history you are studying, and if you are taking a political science class then your projects must relate to American or California government.
HISTORICAL OR POLITICAL FILM CRITIQUE
What is the title of the film you viewed?
Before viewing the film, consider the title, and what you think you would see in the film?
Classification (choose all that apply): Fiction Documentary Newsreel Propaganda Theatrical short subject Training film Combat film Animated cartoon Other (explain)
Physical Qualities of the Film (choose all that apply): Music Narration Special effects Color Live Action Background noise Animation Dramatization
Answer the Following:
1. What is the mood or tone of the film? (Consider how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film.)
2. 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?
3. How do you think the filmmaker wanted the audience to respond?
4. Does this film appeal more to the viewer's reason or emotion? How does it make you feel?
5. What does this film tell you about things at the time it was made?
6. What questions do you have that were left unanswered by the film?
7. What information have you gained about the event or subject matter under discussion that would not be conveyed by a written source?
8. What is the central message of the film?
9. Would you recommend this film as an effective study tool?
10. Is there anything else you would like to add?
Your critique should be 1 to 3 typewritten (doubled spaced) pages in length and 10 or 12 font only, using standard one inch margins, or just cut and paste the above into your email and answer the questions.
HISTORY OR POLI SCI LECTURE CRITIQUE WORKSHEET
What is the title of the lecture:
What is the name of the lecturer?
What is the date and place of the lecture (lectures need to be within the term dates of your class)?
What was the theme (s) i.e. thesis of the lecture?
What are the main points of the lecture?
What was the EFFECTIVENESS of lecture /lecturer as to: A. organization (does argument follow progression?) B. persuasiveness (delivery) C. use of evidence
Were there Primary Sources: (letters, diary accounts, photographs, film footage from the actual event or Secondary Sources: (second hand information)
What was the use of multi-media materials?
Did the lecturer prove the validity of the thesis?
What significant questions were raised by the presentation?
What contributions did the presentation make to the study of your course topic?
Your critique should be from 1 to 3 typewritten (double spaced) in length, and 10 or 12 font only, and using standard one inch margins. Make sure the lecture you critique relates to the class content and time frame.
HISTORICAL OR POLITICAL MUSEUM OR LIBRARY EXHIBIT CRITIQUE WORKSHEET
What is the name of the museum or library you visited?
What is its location?
What is the purpose of the museum or library you visited?
What was the theme of the current exhibition?
What was the effectiveness of the display?
What was the broad social and political context of the exhibition.
Would you would recommend this exhibition (why or why not)?
What improvements, if any, would you make in the exhibition?
Your critique should be from 1 to 3 typewritten (double spaced) pages in length and 10 or 12 fonts only, and using standard one inch margins. Please attach a copy of the Museum/Library brochure to your report and he receipt of your visit if you paid to go in. Make sure the exhibit you review relates to the time frame and content of your class.
HISTORICAL OR POLITICAL BOOK REVIEW WORKSHEET
This is a book review, not a book report. The purpose of this assignment is to introduce you to critiquing a historical or political thesis. So, after listing the title of the book, the author and the date and place of publication, please answer the following:
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 his 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? (Consider how the author develops his points.)
6. What are the minor points worth mentioning?
7. Does the author do what he/she intends?
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?
(It might be a good idea to go to the library and read some historical or political book reviews before you attempt this project.)
Make your critique from 1 to 3 typewritten (double spaced) pages in length and 10 or 12 fonts only. Make sure the book you select relates to the content and time frame of your class.
HISTORY OR GOVERNMENT WEBSITE CRITIQUE WORKSHEET
Name of web site:
Your critique should include:
1. Brief description of this location.
2. An evaluation of the specific focus of this assignment.
Ask yourself: (a) How accurate is this information? (b) How objective is this information? (c) How recent is this information? (d) How much coverage (scope)? (e) Who created and maintains the web site? (f) Who is the intended audience of the web site?
3. Would you recommend this site? Why or why not?
4. Did you find other links worth visiting? (If, yes, list the link (s).)
Make your critique from 1 to 3 typewritten (double spaced) pages in length and 10 or 12 font. Please download and attach the home page to your work,and make sure the site you selected is related to the time frame and content of your class.
HISTORICAL OR POLITICAL PHOTOGRAPH ANALYSIS WORKSHEET
Step 1: Description
Describe what the photograph depicts and when and why it was taken.
Step 2: Observation
A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next divide the photo into quadrants and study each section to see what new details become visible.
B. List people, objects, and activities in the photograph.
Step : Inference
Based on what you have observed above, what does the photograph tell you about life during the time the photo was taken
Step 4: Questions
1) What questions does the photograph raise in your mind
2) Where could you find answers to them
Your photograph analysis should be from 1 to 3 typewritten (double spaced) pages in length, and 10 or 12 font only. Attach a copy of the photo or a link to it, and make sure that the photo you selected relates to the class time frame and content.
HISTORICAL OR POLITICAL CARTOON ANALYSIS WORKSHEET
Step 1: Describe your cartoon and state when and why it was done.
1. List the objects or people you see in the cartoon.
2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon (assuming the cartoon has words).
3. Record any important dates or numbers that appear in the cartoon.
1. Which of the objects on your cartoon appear to be most significant? Why do you think so? Which words or phrases?
2. What do you think each symbol means? Describe the emotions portrayed in your cartoon.
A. Describe the action taking place in the cartoon. B. Explain how the words in the cartoon clarify the symbols. C. Explain the message of the cartoon. D. What special interest groups would agree/disagree with the cartoon's message? Why?
Your analysis should be 1 to 3 typewritten (double spaced) pages in length, and 10 or 12 font only. Attach a copy of the cartoon or a link to it and make sure it relates to the time period and content of your class.
HISTORICAL OR POLITICAL POSTER ANALYSIS WORKSHEET
1. What does the poster depict and when and why was it done?
2. What are the main color(s) used in the poster?
3. What symbols (if any) are used in the poster?
4. If a symbol is used, is it clear, memorable, dramatic?
5. Are the messages in the poster more visual or verbal?
6. Who do you think is the intended audience for the poster?
7. What does the government hope that the audience will do?
8. What purpose (s) of government is/are served by the poster?
9. The most effective poster use symbols that are unusual, simple and direct. Is this an effective poster?
Your poster analysis should run 1 to 3 typewritten (double spaced) pages in length, and 10 or 12 font only. Attach a copy of the poster or a drawing of it or a lik to it, and make sure it relates to the content and time frame of your class.
HISTORICAL OR POLITICAL WRITTEN DOCUMENT ANALYSIS WORKSHEET
What is the document about and when and why was it written?
By whom was it written?
Classification of Document (Choose One):
Newspaper Letter Patent Memorandum Congressional Record Telegram Press Release Report Advertisement Map Census Report Other
Unique Physical Qualities of the Document (Choose All That Apply):
Interesting Letterhead Handwritten Typed Notations Seal Others
Date(s) of the Document:
Author of the Document:
For what audience was the document written?
1. List three things the author said that you think are important.
2. Why do you think the document was written?
3. What evidence in the document helps you to know why it was written? Support your answer with a quotation from the document.
4. What does this document tell you about life at the time it was written?
5. Write a question to the author that is left unanswered by the document.
Your analysis should be 1 to 3 typed pages in length double spaced using 10 or 12 point font. Attach a copy of the document or a link to it and make sure it relates to the time frame and content of your class.
HISTORICAL OR POLITICAL 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 content of your class and interview that person using the questions below as your guide. Or, if you prefer, interview someone, like a museum curator or docent or a politician, 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 and be alone with the interviewee and they 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 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 your tape recorder (if applicable) plus a good supply of paper and pens.
6. During the interview, ask you 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. b. What did you learn from the interview? Any surprises? c. Was the interview worthwhile in terms of learning history pr government? 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)?
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 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.