Ambrosius/LA
Natural Disaster Research Project
As we look back on the past, there are many landmark moments in history. But,
what if you could sit in some whirring, darkened time machine, pull a few levers, and
disappear into the past? Historical Fiction can allow you to try to do just that. We will each
research a natural disaster that occurred in history. With your group, you will create a
keynote presentation for your disaster. You will then write a Historical Fiction short story
based on your chosen disaster.
Each group will consist of 4 or 5 students. Based on discussions in class, each group will
receive a natural disaster (Hurricanes, Tsunamis, Earthquakes, etc). Your group will
research the following questions in the library in order to create your group keynote
presentation.
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What is it?
What causes it?
How does it affect people, property, land and economy?
How frequently does it occur?
Where does it usually occur?
How can it be predicted?
How is it measured and classified?
How can an individual prepare for the disaster?
Each student in the group will then select an actual event within their disaster.
Example: If your group researched volcanoes, you might research Mount Vesuvius and
how it impacted the city of Pompeii. You will then research your chosen natural
disaster in order to create your keynote. After everyone in your group is done creating
their specific disaster keynote, you will compile all of the keynotes into one. Questions
for individual event:
 Describe what caused your individual event including place/s included and the date/s it
occurred.
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What were the short term effects from the natural disaster, such as deaths, injuries,
buildings, costs, damages?
What are the long term effects from the natural disasters including homelessness, sanitary
conditions, refugees, rebuilding programs and plans, etc
Describe the short term effect (the responses e.g. fire brigade, police and public) and
long term effect (charities donations, fundraising, aid, and other countries responses/aid)
Other requirements:
 You need to include a bibliography of all the materials you have used. Each student is
required to use 1 book source and 1 internet source.
 Pictures/maps/diagrams with annotations.
 Each student must have 15 note cards (Due 1/27).
Ambrosius/LA
After completing your keynote, you will write your Historical Fiction short story based
on your individual event.
Good historical fiction will meet the following criteria:
 The story is told well and is historically accurate.
 Characters are realistically portrayed.
 The setting is authentic.
 Historical facts are skillfully woven into the text.
 Plot centers around your chosen natural disaster.
Things to consider as you begin to plan/write are:
 Who are the main characters?
 What is the setting?
 What is the conflict? Remember, the basic conflict is the core of the story. The historical
details are merely dressings we add to spruce up the tale and make it even more realistic.
 Who will narrate the story? A character (1st
person), or an outsider (3rd person)?
Paper Requirements:
 Times New Roman
 Double-spaced
 12 point font
 1” margins
The final project must have a title page and a blank copy of the Rubric for my use in
grading.
Due Dates:
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15 note cards: 1/27 (worth 15 points)
Keynote Presentation: 1/29 (worth 75 points)
Historical Fiction Short Story: 2/5 (worth 100 points)
Ambrosius/LA
Keynote Rubric
Criteria
Organization
4
Information is
very organized
and well
constructed.
Content follows a
logical sequence
which adds
clarity to reader.
Information
Quality of
clearly relates to
Information
questions posed
in the task sheet
with 3 or 4
unique, creative
supporting details
and/or examples
are used which
add interest to
reader.
Diagrams/Graphics Diagrams, maps
and illustrations
are neat, accurate
and clearly relate
to the questions
posed in the
introduction.
They provide
additional insight
to the content.
Highlights
Summary of
important
changes/effects
information
caused by Natural
conclusions are
Disasters both
logical and
short and long
reasonable and
term.
clearly relate to
the questions
posed in the task
sheet.
There is no
Grammar
grammatical.
Spelling or
punctuation
errors.
All sources are
Sources
accurately
documented and
3
2
1
Information is
organized and
well constructed.
Content flows
nicely to add
clarity to reader
Information is
generally
organized with
only 1 or 2
problems.
Content is
generally clear to
reader.
Information
clearly relates to
the questions
posed in the task
sheet 1
supporting detail
and/or example
in provided.
2 or 3 problems
with organization
of information.
Separate ideas
are not discussed
in separate slides.
Reader must
reread at times.
Information is
not entirely
related to
questions posed
in the task sheet
with no
supporting details
and/or examples.
Diagrams, maps
and illustrations
are accurate and
clearly relate to
the questions
posed in the
introduction they
add interest to
the content.
Diagrams, maps
and illustrations
are accurate and
are related to the
questions posed
in the
introduction.
Diagrams, maps
and illustrations
where present are
neither neat nor
entirely accurate.
Important points
indicated
conclusions are
reasonable and
relate to the
questions posed
in the task sheet.
Not all of the
important points
are identified
there are some
gaps in logic
relating
conclusions to
the questions
posed in the task
sheet.
There are 4-6
grammatical
errors.
Information
clearly relates to
questions posed
in the task sheet
with 1 or 2
supporting
details and/or
examples are
used to add
interest.
There are 1-3
grammatical
errors.
X
X
Conclusion does
not relate to
questions posed
in the task sheet.
There are more
than 6
grammatical
errors.
Sources are not
documented.
Student did not
Ambrosius/LA
in the desired
format. 2 or more
sources are used
including 1 book
source and 1
internet source.
use 2 sources.
Ambrosius/LA
Historical Fiction Rubric
Criteria
Genre
Characteristics
Story
Development
Word Choice
Historical
Content
Style
4
Adds a human
element to historical
facts.
Emotions or
situations depicted
in the story that we
can relate to as
human beings.
Develops main
characters through
description of
actions,appearances,
feelings, or
dialogue.
Valid main conflict
that drives the story.
Developed plot with
a beginning, a
buildup, a climax,
and satisfying
ending. All of the
text works towards
depicting a theme.
Evidence of much
sophisticated and
appropriate
vocabulary used.
Dialogue is used
effectively and is
historically
accurate.
Evidence that the
author researched
historical facts
based on their
disaster.
Naturally embeds
accurate historical
facts into the story.
Presents unique
information, ideas
and viewpoints.
Keeps the reader
interested.
Demonstrates the
author’s personality
3
Mentions some
historical facts in
passing. Emotions
or situations
depicted in the
story that we can
relate to as human
beings.
Briefly describes
the main
characters’actions,
appearances, and
feelings. Little or
no dialogue. Main
conflict is evident.
Plot with complete
beginning, middle
and satisfying end.
All of the text
works towards
depicting a theme.
2
Lists historical
facts. Depicts
emotions or
situations in the
story in a manner
that others cannot
really relate to.
1
Does not include
any reference to
history. Does not
include any
reference to
human emotion or
situations.
Mentions some of
the characters’
traits, but does not
develop them
through
characterization.
Main conflict is
weak. Plot with a
beginning, middle
and end. Most of
the text works
towards depicting
a theme.
Characters are not
really believable.
No main conflict
to drive the action
of the story. Plot
is missing some
aspects. Text is
unrelated and/or
does not depict a
theme.
Evidence of some
sophisticated and
appropriate
vocabulary used.
Dialogue is used
effectively, but
may not always be
historically
accurate
Evidence that the
author researched
historical facts.
Historical facts are
accurate, but
mentioned as
after-thoughts
Mostly basic
vocabulary used.
Attempts at using
sophisticated
vocabulary may be
incorrect.
Dialogue may not
be used effectively
Basic vocabulary
is used. No
attempts to
use sophisticated
vocabulary.
Some evidence of
historical research,
though facts may
be inaccurate.
Little or no
historical facts are
presented.
No evidence of
research. No
historical facts are
presented in any
way.
Presents unique
information, ideas
or viewpoints.
Keeps the reader
interested.
Shows traces of
the author’s
Presents familiar
information, ideas
or viewpoints.
Gaps in keeping
the reader
interested.
Presents typical
information,
ideas, or
viewpoints. Easily
loses the reader’s
interest.
Ambrosius/LA
and voice.
Mechanics
personality and
voice.
Sentences are varied Sentences are all
and complete.
complete, though
Spelling is correct.
not varied.
Subject-Verb
Spelling is correct,
agreement. Verb
though there may
tense is correct.
be a typo. Subjects
Quotation Marks,
and Verbs do not
Commas, and
always agree. Verb
Capitalization are
tense is correct.
all correct.
Capitalization and
Commas are used
correctly, though
quotations may
not.
Some sentence
fragments or runons.
One or two
spelling errors.
Subjects and
Verbs do not
always agree.
Verb tense
changes
throughout the
essay. Errors in
Quotation
Marks, Commas
and/or
Capitalization
Many sentence
fragments or runons. Spelling
errors. Subjects
and Verbs do not
always agree.
Verb tense
changes
throughout the
essay. Errors in
Quotation
Marks, Commas
and/or
Capitalization