Title: Modern History Research Project
Grade Level: 9-12
Subject/Content: U.S. History
Summary of Lesson: Students will use U.S. History in Context to research a topic in
modern history, create a PowerPoint presentation, and present to the class.
Focus Question: What have been the most significant historical events in the last twenty
years?
Resource: U.S. History in Context
Procedures:
Steps/Activities by the Teacher:
 Ask students to think about the events and issues that have affected Americans
during the last twenty years.
 In a class discussion, help students brainstorm ideas for a PowerPoint presentation
on a significant issue/event in American history from the last twenty years.
 Approve all of the students' topics before they start their research.
 Pass out copies of the directions to students (provided below)
 Provide time for students to access the U.S. History in Context database to find
sources.
 Provide time in class for students to conduct research, create PowerPoint
presentations, and present projects to the class.
Steps/Activities by Student(s):
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Think about an issue/event in modern U.S. history that interests you. This
issue/event should be from the last twenty years.
In class, brainstorm ideas for research topics with your teacher and classmates.
You will research your topic and then create a PowerPoint presentation that you will
share with the class.
Carefully read through the directions provided by your teacher.
After your topic has been approved by your teacher, access the U.S. History in
Context database to find sources for your project.
After finding appropriate sources, begin drafting your presentation. In addition to the
PowerPoint presentation, you will need to present a typed version of your
presentation. This should include your bibliography. You will hand these out to the
class before your presentation.
Present your PowerPoint to the class
Modern History Research Project Directions:
Choosing a Topic
First, choose the topic you want to research. Choose a topic that interests you—it will
make the entire project easier. Your topic must be something significant for the
United States from the early 1990s to the present. It must relate to one or more of
the areas below:
~Society
~Foreign Affairs
~Technology
~Economy
~Domestic Politics
~Environment
We will brainstorm some potential topics in class, but you can use your text for some
ideas. You may also check the news for topic ideas.
Research Topics
No matter what topic you choose, you will need to look into these areas as you
conduct your research:
~Historical roots/background of topic
~Current status
~Important people, ideas, and terms involved in the event/issue
~What has been tried to resolve the issue (if applicable)
~If your topic is an issue, include your opinion of the issue and a proposal of
how the issue could be dealt with based on your research.
~If your topic is not an issue, look for information that explains why it was a
significant/important event in history.
Research Requirements
~You must include a minimum of five sources from the online databases
~You will turn in a formal bibliography.
Presentation
You will present your research to the class using PowerPoint. The PowerPoint
presentation should be an outline of your main points that you explain and expand
on as you present to the class.
Outcome: Students will have an in-depth knowledge of one topic in modern history. They
will also benefit from peer research during class presentations.
Related Activities: This activity can be easily integrated with the activities suggested.
English
Students may be asked to write a newspaper article about their event or issue
Learning Expectation: Students will use their research skills to find appropriate sources
for a presentation on an issue/event in modern history. They will use their writing skills and
creativity to make an engaging PowerPoint presentation that will educate their peers about
their chosen issue/event.
Standards Alignment
Common Core State Standards
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently. (Anchor Standard)
CCSS.ELA-Literacy.CCRA .W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(Anchor Standard)
CCSS.ELA-Literacy.CCRA .W.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject under
investigation. (Anchor Standard)
CCSS.ELA-Literacy.CCRA .W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (Anchor Standard)
CCSS.ELA-Literacy.CCRA .L.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (Anchor Standard)
CCSS.ELA-Literacy.CCRA .L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (Anchor Standard)
CCSS.ELA-Literacy.CCRA .RI.9-10.10 By the end of grade 9, read and comprehend literacy
nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range. (9)
By the end of grade 10, read and comprehend literary nonfiction at the high end of
the grades 9-10 text complexity band independently and proficiently. (10)
CCSS.ELA-Literacy.CCRA .RI.11-12.7 Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem. (11-12)
CCSS.ELA-Literacy.CCRA .RI.11-12.10 By the end of grade 11, read and comprehend
literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range. (11)
By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11-CCR text complexity band independently and proficiently. (12)
CCSS.ELA-Literacy.CCRA .W.9-10.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content. (9-10)
CCSS.ELA-Literacy.CCRA .W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.) (9-10)
CCSS.ELA-Literacy.CCRA .W.9-10.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation. (9-10)
CCSS.ELA-Literacy.CCRA .W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (9-10)
CCSS.ELA-Literacy.CCRA .SL.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and
task (9-10)
CSS.ELA-Literacy.CCRA .SL.11-12.4Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of
formal and informal tasks. (11-12)
CSS.ELA-Literacy.CCRA .RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently. (9-10)
CSS.ELA-Literacy.CCRA .RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently. (11-12)
Standard Source: Common Core State Standards Initiative (2010)