US History I—Oftedal
Marking Period II
Name:_______________________________________________
Date:_____________________________Per:_______________
(85 pts)
Due: January 13
Objective: Students will evaluate a primary source document and demonstrate a complete understanding of both the intent/message of the document and the context of the document in the larger time period.
1.
Students submit a completed permission slip and select a specific primary source.
2.
Students will read the primary source and research the individual/time period to develop a stronger understanding of the context of that document.
3.
Students will write a five page essay (this essay does not need to follow the format of a six paragraph persuasive essay—NO
THESIS STATEMENT NEEDED).
4.
Students will use their research essay as a script and film themselves giving an academic, yet engaging, lecture on their findings on this document, individual, and the context of time period. This video should be no longer than 10 minutes in length and incorporate some images from the time period. When I did this, it was the first time I had ever done something like that.
5.
Students will upload their video lecture onto YouTube as a final product of their project. You will send me the link via email.
While the primary focus of this project is based on the primary source document the student selects, it is crucial that the student research who the individual was, their experiences before and after the creation of the document, the impact and influence of other historical figures, and the events of the time period before and after the creation of the document.
The student should incorporate AT LEAST five secondary sources for their research of the time period and the individual.
At least 2 of these sources should be book sources, not from a website. Sources should be appropriate and academically reliable—no wiki-based websites, no Sparknotes/Cliffnotes, ushistory.org, u-s-history.org, historychannel.org, about.com, teacher lesson plans/class notes, etc.
Each source should be referenced and cited in the essay as endnotes using the Chicago Citation Style. Consult: https://owl.english.purdue.edu/owl/resource/717/01/
Students should be mindful of other primary source documents that may be related or in direct reference to the primary source document they selected.
The purpose of this essay is to explore the historical significance of this primary source document as a document itself as well as its significance in the time period in which it was created. All essays should address the following:

The text of the document is the actual document itself. Students must consider and evaluate the explicit meaning of the entire document or specific excerpts of the document.

The context of the time period includes the major events, obvious and subtle references to specific events/individuals/populations. Additionally, it addresses the larger trends and themes that developed over

time both in and out of the time period.

The subtext of the document includes the author’s intent/message/tone of the document, the intended audience, and inferred connections made by the audience.
The essay should address at least four portions or excerpts from the primary source itself. However, if the primary source document is short (one to two pages) then the student must address the document in its entirety. For each portion or excerpt, the students should include at least three pieces of context and at least three pieces of subtext.
The essay will be five pages long at a MAXIMUM.
Students will provide a heading on a cover page only that includes the student’s name, date, period, and historical figure/primary source document.
The essay must be double-spaced, Times New Roman, 12-font, and 1-inch margins.
Students should remember to write:
 using complete paragraphs (5-8 sentences long)
 using in the PAST TENSE
 using NO PERSONAL PRONOUNS

Indent all paragraphs

PROOFREAD
Students will submit their final draft of their essay to Turnitin.com AND submit a printed copy to the teacher by the time class starts on the due date.
The students will film themselves providing an academic, yet engaging lecture based on the primary source document.
Students will use their essay as a script (although if the student goes off-script to elaborate on a specific point that is acceptable; CAUTION: do not get lost in tangential points).
The video should include: a title sequence at the beginning of the video (that includes the title of the lecture, the title of the document, the historical figure who created the document, and the student’s name); the texts of the excerpted portions of the document; engaging and eye-catching images from or about the time period; and, a works cited sequence at the end of the video. Please be aware that the images that you may use must be cited from their original source in the works cited sequence.
Students can use widely available software to complete this portion of the project using iMovie for Apple computers and
Windows MovieMaker for PCs. ATTENTION: Tutorials and “How-to” videos/instructions will be provided on the teacher’s website. If any student struggles to gain access to the technology required to film their academic lecture or struggles in applying such technology, they may make an appointment after school to work with their teacher to resolve these issues.
Students should dress in an appropriate manner (button-down shirts, blouses, etc.) when filming themselves for this project as well as consider where they film themselves for good acoustics and an appropriate background. Additionally, students should practice giving their lecture—they should make eye-contact with the video recorder, they should establish a pleasant tone of voice that is flexible with the flow of the essay, etc.
Students will email the teacher a link to the uploaded video by the time class starts on the due date.
The essay will be graded based on the historical accuracy of the evidence used and cited; use of appropriate and relevant evidence to support the student’s analysis; and the grammar/presentation of the essay. The essay will be worth 40 points.

The video will be graded based on the presentation and quality of the video produced. Specifically, the performance of the student, the use of appropriate, relevant, and engaging/relevant images and excerpts from the primary source document will be considered.
The video will be worth 30 points.
The completion of all the parts of this project on time and according to directions with be worth 10 points.
Returned Parent Permission Slip
Registered Primary Source Document
Completed Research (with at least 5 secondary source documents)
Typed Essay
Submitted Hardcopy in class
Uploaded Electronic copy on Turnitin.com
Filmed Academic Lecture
Uploaded Filmed Academic Lecture on YouTube.com and emailed link to the teacher