AN INQUIRY DRIVEN RESEARCH PROJECT

Making History Relevant

Finding the Story in history

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Created by Virginia Nguyen

WHST.9.-10.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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1. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

THE Story PROJECT

Learning Targets (from Learning for Justice’s Social Justice Standards)

• I know my family history and cultural background and can describe how my own identity is informed and shaped by my membership in multiple identity groups. (Identity 2)
• I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way. (Diversity 8)
• I can identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. (Justice 15)
• I express empathy when people are excluded or mistreated because of their identities and concern when I personally experience bias. (Action 16)

THE Story PROJECT

Abstract

The STORY Project goal is to understand the impact of events in history on individuals lives. Students take the role of historian. They are tasked to interview an adult in their life and ask the question,

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“What major event in history

has had a major impact on your life?”

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Using the information in the interview students will research historical events and create a final product resulting in a class collection of the stories found in history.

Culturally Responsive Teaching

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Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).

Some of the characteristics of culturally responsive teaching are:

1. Positive perspectives on parents and families
2. Communication of high expectations
3. Learning within the context of culture
4. Student-centered instruction
5. Culturally mediated instruction
6. Reshaping the curriculum
7. Teacher as facilitator

Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.

Cultural Revolution Children’s Book

STUDENT SAMPLE

I used to think that the Shah, the king of Iran, was always a good leader and a good person. But after Interviewing my dad and researching about the Iranian Revolution, I learned that the Shah was stealing from the people by making them pay extra money and saying that it was for the country but, He kept all of the money and spent it on himself. Also people did not have the right to speak, and had almost no freedom. After researching the Iranian Revolution, I learned that the people wanted Ayatollah Khomeini to be their new leader because he knew all about freedom and the rights of people. People started to protest against the Shah to make him leave Iran. After 1 year of protesting, the Shah was forced to leave Iran. Right after that, Ayatollah Khomeini started receiving letters, from Iranians, saying that they want him back and they want him to be the new leader. My research and my interview helped me a lot with my understanding of the Iranian Revolution.

Iranian Revolution Project

STUDENT REFLECTION

THE Story PROJECT

Interview a family member or friend using this guiding question:

“What event in history has had a major impact on your life?”

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What are some major historical events our students can learn about in their community?

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THE Story PROJECT

Directions

1. Conduct your first interview
2. Research the historical event by completing the annotated bibliography
3. Conduct your second interview
4. If needed, conduct some more research. Add to your original annotated bibliography

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THE Story PROJECT

Create Something

DOCUMENTARY

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“StoryCorps” INTERVIEW

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CHILDREN’S BOOK

SOUNDTRACK

LETTER

THE Story PROJECT

Schedule-2 weeks

THE Story PROJECT

Rubric