“My Story” Project: 4 Part Guide
*** YOU WILL TURN THIS GUIDE IN WITH YOUR PROJECT!!
Historians investigate the past
“People tend to forget that the word “history” contains the word “story.”-Ken Burns
Historians learn about the past by investigating the evidence associated with the event. This evidence is usually in the form of primary and secondary sources. Historians then take the evidence and create their version (or story) of the past. Your job is to create your OWNstory based on your own primary and secondary sources of your past. Your classmates will then “investigate” the evidence you present and recreate the story of your life.
This project will be divided into the following 4 Parts:
Note: It is essential that you follow the guide!!! Checkmark each of the guidelines off as you complete them!
PART I: “My Story” Investigation Kit in Manila folder
PART II: Collaboration: Share out “My Story” Investigation Kit with peers and analyze 3 of your peers “My Story’s”
PART III: Writing: 2 Analysis’s: One analysis of “My Story” & One analysis of a peer’s “Story”
PART IV: Reflection on Common Core skills used in this project
Goals of this Project:
1) Your peers will have a chance to learn about your history by investigating the evidence of your past (just like we will
do this year using the content for your grade level).
2) You will be introduced and become familiar with the Common Core Skills for History/Social Sciences.
3) You will create a baseline for Common Core Skills in regards to the 4 C’s.
Part I:
Checklist/Guideline: Checkmark each guideline as youcomplete it.
1. _____ A Manila Folder (standard size). You will use this to put your evidence (primary and secondary sources) in.
2. _____ Front of Manila Folder must include:
I will put my name (first, middle and last) on the front of the manila envelope in the top right hand corner.
3. _____ Front of Manila Folder must include:
I will put the EXACT words, “MY STORY INESTIGATION KIT” in the center of the folder.
4. _____ Front of Manila Folder must include:
I will put a picture of me (recent picture) anywhere on the front of the folder.
5. ______OPTIONAL: Front of Manila Folder:
I may choose to use color or draw images to customize the look of the front and make it more “me.”
6.______INSIDE of the Manila Folder must include:
I will place a minimum of 5 and a no more than 10 primary or secondary sources that represent historical events
in my life. These can be milestones that represent a significant time in your life. It could be a birthday party or
the first time you went to the Del Mar Fair. The events cover your entire life. From the moment you were born
to the current year.
A primary source is:
Examples may include:
A secondary source is:
Examples may include:
7.______INSIDE of the Manila Folder must include:
I will make sure that I have at least 2 primary sources.
8. _____INSIDE of the Manila Folder must include:
I will make sure all sources will fit into the Folder. If not, I will take a picture and print a copy of the source and
place it in the folder.
9.______INSIDE of the Manila Folder must include:
I will put a TYPED caption on the back or the front of the source. Caption must describe event and include
date.
10. _____INSIDE of the Manila Folder must include:
I will include at least 2 FACTS about the event in the TYPED caption for each source.
11. _____INSIDE of the Manila Folder must include:
I will put all captions for my sources in COMPLETE SENTENCES.
12._____INSIDE of the Manila Folder must include:
I will NOT put my sources in time order when placing them in the folder as I know my classmates will recreate
“My Story” by using the skill of Time Order.
13. _____INSIDE of the Manila Folder must include:
I have check marked each of the guidelines for “My Story” Part I and am ready to share my story.
14. ______/50 points
I will be graded on the following:
1) Effort: maximum effort
2) All work in the kit is clear and easy to understand
3) Following the Guideline: Each of the guidelines in Part I have been completed in full.
Part II: Collaboration:
Share out “My Story” Investigation Kit with peers and analyze 3 of your peers “My Story’s.”
1. _____ I will collaborate in a group of 4 and choose the following roles:
My group members are:
Manager______(leader)
Assistant Manager______(responsible for time and materials)
Scribe______(may be asked to write group work)
Reporter______(may be asked to share out group work)
2. _____I will be OPEN to a period of questioning from my classmates that is required to verify and
explain my facts.
3. _____ I will ask questions of my classmates so I can verify and explain the facts I am learning about
each of my peers.
4. ____I will complete a NOTE sheet on each of my peers in order to use to complete PART III.
5. _____ I will collaborate with my peers by following the Collaboration Rubric.
6._____/50 pts I will be graded on the following for Part II:
-asking questions of my peers and responding to questions from my peers with a good attitude
-completion of Notes for 3 of my Peers
-effort- maximum participation
-collaboration rubric
Name: / Name: / Name:Q
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*at least two per peer
N
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*write
down evidence/
sources
-quotes
-dates
*you will need to use these in your summary
for Part III
*use the
back if you need more room
Collaboration Rubric
Directions: You are evaluating yourself on the following Collaboration Skills. Please be honest
as you earn points for “progress not perfection.” It is ok to score yourself low as
long as you work on it and progress throughout the school year. Remember there is
value in recognizing a weakness in yourself.
My Name: ______Period_____ / Group #_____ Unit:CATEGORY / 4 / 3 / 2 / 1
Focus on the task / Consistently stays focused on the task and what needs to be done. Very self-directed. / Focuses on the task and what needs to be done most of the time. Other group members can count on this person. / Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. / Rarely focuses on the task and what needs to be done. Lets others do the work.
Pride / Work reflects this student's best efforts and reviews, rethinks, revises work. / Work reflects a strong effort from this student and usually reviews, rethinks, revises work. / Work reflects some effort from this student and sometimes reviews, rethinks, revises work. / Work reflects very little effort on the part of this student and/or rarely reviews, rethinks, revises work.
Time-management / Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. / Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Problem-solving / Actively looks for and suggests solutions to problems. Asks questions and rethinks ideas. / Usually looks for solutions to problems. Usually asks questions and rethinks ideas. / Sometimes looks for solutions to problems. Sometimes asks questions and rethinks ideas. / Does not try to solve problems or help others solve problems. Lets others do the work.
Leadership / Listens to, shares with, and supports the efforts of others. Patient and tries to keep people working well together. / Usually listens to, shares with, and supports the efforts of others. Usually patient and usually tries to keep people working well together. / Sometimes listens to, shares with, and supports efforts of others. Sometimes is patient and sometimes tries to keep people working together. / Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Preparedness / Brings needed materials to class and is always ready to work / Almost always brings needed materials to class and is ready to work. / Sometimes brings needed materials and/or sometimes needs to settle down and get to work / Often forgets needed materials or is rarely ready to get to work.
Attitude / Never is publicly critical of the project or the work of others, listens to others. Always has a positive "CAN DO" attitude about the task(s). / Rarely is publicly critical of the project or the work of others. Usually has a positive "CAN DO" attitude about the task(s) and usually listens to others. / Occasionally is publicly critical of the project or the work of other members of the group. Sometimes has a negative "CAN NOT" attitude about the task(s) and sometimes does not listen to others. / Often is publicly critical of the project or the work of other members of the group. Often has a negative "CAN NOT" attitude about the task(s) and often does not listen to others.
Quality of Work / Provides work of the highest quality that meets or exceeds project expectations. / Usually Provides high quality work that meets or exceeds projects expectations. / Sometimes provides work that occasionally needs to be checked/redone by other group members to ensure quality. / Provides work that usually needs to be checked/redone by others to ensure quality.
1. What skill would you choose as your strongest for this Project? Give one example.
2. What skills would you choose as your weakest for this Project? Give one example.
Part III: Writing: 2 Analysis’s: One analysis of “My Story” & One analysis of a peer’s “Story.”
____ I will write an analysis of “My Story” using the evidence I put into “My Story” Investigative Kit.
____I will write in paragraph form and use proper grammar and spelling.
____I will not make it more than one page in length.
____ I will include and CITE ALL of the primary and secondary sources listed in “My Story” Investigative Kit.
____I will make sure it reads like a story: all sources must connect together.
____ I will print 2 copies to turn in.
____I will share this writing with my peers.
____I will complete this piece of writing by ______( the date when you also turn in the “Investigative Kit”).
____/ 50 pts I will be graded on the following:
-maximum effort
-use of class time to write analysis (most should be written in class)
-participation- sharing out your writing with the class
-following guidelines for Part III
Part IV: Reflection on Common Core skills used in this project
____ I will follow the Common Core Powerpoint that will be presented. This will provide you with the purpose, history
and significance of the Common Core Standards.
____ I will put the Common Core Powerpoint in my History Reference Binder.
____ I will read and ask questions about the Common Core Rubric.
____ I will put the Common Core Rubric in my History Reference Binder.
____ I will read and ask questions about the Common Core Checklist/Reflection.
____I will work with my group to complete the Common Core Checklist/Reflection for the Pre-Unit.
_____ I will turn in my Common Core Checklist/Reflection to Mrs. N- P on ______.
____ 25 pts I will be graded on the following:
-effort- maximum
-following the guidelines for Part IV
-participation- participating in discussion
Name______Group #______Period______
Directions: Check mark the skills we used this unit. Give one piece of evidence that shows we used it.
Common Core Skills / Pre-UnitCRITICAL THINKING
1. 1,10,20, DOK
Key Ideas:
1. Text Evidence/
Inferences
2. Key Ideas:
Central Idea Summarize
Craft and Structure:
1. Text Decoding
Craft and Structure
2. Structure Analysis
Craft and Structure
3. Author’s Point of View
Integration of Knowledge:
Corroborate Evidence
Research:
Multiple Sources/Validity
COMMUNICATION
1. Oral Participation
3. Grit and Persistence
4. Use facts/ text evidence
5. Corroborate Sources and use in writing/participation
Types of Writing:
Summary /Reflection
Types of Writing:
Informative/Explanatory
Intro
Body
Conclusion
Establish formal style
Types of Writing:
Argumentative/
Persuasive
Intro
Body
Conclusion
Establish formal style
CREATIVITY
1. Take Risks
2. Metacognitive
3. Q-Focus
Questioning/Problem
Solving
4. Innovative
COLLOBORATION
Focus on Task
Pride
Time-management
Problem-Solving
Leadership
Preparedness
Attitude
Quality of Work
Final Reflection on Project and Common Core: (This does not need to be typed)
What did you like about the Project? How do you think the Common Core Standards may help you as an active learner? Please feel free to offer any constructive comments or thoughts in regards to the Project. You may also ask any questions about the class, the Project, Common Core, etc.