NAME:
Introductory Project - Myth Making
U.S. History Honors
History is a myth that men agree to believe. - Napoleon
The purpose of this project is to refresh your memory of U.S. history through the Civil War. This assignment also requires that you evaluate and explain the significance of events, people, and ideas.
Task - Each group will be assigned a historical period to "interpret" for the rest of the class. You will write and perform a drama that presents your historical period as a story . You will identify heroes, villains, and turning points and explain their importance in your play.
1 . Background reading [Individual]- Use the textbook, encyclopedia and/or online sources (e.g., library databases) to research 10-12 important people, events, and ideas in your time period (see other side). Cover the relevant 5Ws, especially WHY each is significant to the story of this time period. Identify the source(s) used for researching each term.
2. Select most significant moments [Group] - As a group, select the most significant events, people or ideas of your time period. Select only those that are crucial to telling the story of change in your time period. A reasonable target is 3 or 4 key ideas.
3. Write, rehearse and perform a play in 3 scenes. [Group] - Present your time period as story .
A good story has a beginning, middle and end. Heroes and villains are also helpful in a narrative. Remember the conventions of medieval drama - each character in the play may stand for a group of people or even an idea (such as equality or racism). Like medieval actors, your goal is to teach the rest of the class a version of history that is easy to remember.
Each play must:
A. Describe at least 3 significant people/events/ideas.
B. Explain the significance of all three people/events/ideas in a coherent story
4. Visual Aid [Group] - Supplement your presentation with a visual aid that summarizes your interpretation of the time period. For example, your visual summary might be a timeline, a poster advertising the play or a flow chart that shows the most significant ideas from your play. A good visual aid is:
A. uncluttered
B. easy to read from a distance
C. helps the audience to remember your main ideas.
5 . Reflective essay [Individual] - Following the performances, every student will write an individual reflection on the nature of historical significance and patterns in U.S. history through the Civil War (see other handout).
Assessment
Group - Each group will receive a grade for their performance and visual aid.
Individual - Individuals will receive grades for key term identifications and the essay.

Key Identifications for Time Periods
I. European Colonization (1450-1754)
Textbook Ch 1-4
Christopher Columbus smallpox and other diseases encomienda system
Jesuit missions in New France sugar market
Puritans and John Winthrop tobacco market indentured servants
Roger Williams
William Penn and Quakers
Systematic enslavement of Africans and the
Middle Passage
Iroquois Confederacy
King Phillip's War
Stono Rebellion
III. Empire of Liberty (1787-1850)
Textbook Ch 7-10, 12-14
Problems with Article of Confederation
Constitutional Convention 1787
Bill of Rights
Gabriel's Rebellion
Louisiana Purchase
The Prophet and Tecumseh
War of 1812
Missouri Compromise
Erie Canal and canal development
Development of railroads
Waltham (Lowell) System and textile mills
Gold Rush
Horace Mann
Irish immigrants
Trail of Tears
Republic of Texas
Mexican War
II. Revolution and Independence (1754 - 1789)
Textbook Ch 5-7
Seven Years War (French and Indian War)
Pontiac's Uprising
Proclamation of 1763
Stamp Act Crisis and resistance
Townshend Acts
Boston Massacre
Boston Tea Party
First Continental Congress
British strategy
Campaign in New Jersey
Battle of Saratoga (campaign in New York)
George Washington
Benjamin Franklin
IV. Civil War (1850-1865)
Textbook Ch 11, 13-15
Ely Whitney and rise of cotton industry
William Lloyd Garrison
Compromise of 1850
Uncle Tom's Cabin
Bleeding Kansas and John Brown
Election of 1860
Confederate strategy (406)
Union naval campaign
Emancipation Proclamations
Battles of Vicksburg and Gettysburg
New York City draft riot
Sherman's March to the Sea
Abraham Lincoln
Performance Assessment - performances will be assessed on the following criteria:
1. Content
A. Describes at least 3 key identifications
B. Explains significance of key identifications
C. Uses dramatic conventions to tell a story
2. Performance
A. Delivery is expressive and clear (no monotone or mumbling)
B. Shows preparation & creativity & energy
Bonus Points for costumes and memorization

Group Work Guide – Honors U.S. History Myth-Making Project
Names:
Topic/Time Period:
As a group, discuss and answer the following questions:
1. What were the most significant change(s) that occurred during your time period? Think about categories. Were there important political changes? Economic changes? Social changes? In other words, what kind of story are you going to tell?
2. Choose 3 to 4 items from your Key Terms list that are important for telling the story your group has decided to tell. Give a brief explanation of why the term is significant:
KEY TERM SIGNIFICANCE
3. Write your play (on separate paper). Remember to use beginning
 middle
 end structure.
Be creative and memorable - use talking countries, singing animals, or dancing money to tell your story.

Names: Topic:
U.S. History Honors Myth Making - Group Assessment
I. Performance Assessment
A. Content
1. Describes at least 3 significant events/people/ideas
2. Explains significance of selected events/people/ideas
3. Uses dramatic conventions to tell a story
B. Performance
1. Delivery is expressive and clear (no monotone or mumbling)
2. Shows preparation & creativity & energy
Bonus Points for costumes and memorization
II. Visual Aid Assessment
A. Concisely summarizes main points - helps audience remember
B. Text is clear and easy to read
C. Shows creativity and visual appeal