Created by NHPRC Teacher Participant/Creator: Michael Freydin: Adaptable to other grades. Cumulative assignment for the end of the year. During previous lessons, student have evaluated their own place in history, and in our nation’s history. This final project builds on their understanding of history by conduct an interview to connect neighborhood/family history to world history events.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator: Sean McManamon to meet NYC Social Studies Scope and Sequence for World History. Adaptable to other grades. Cumulative assignment for the end of the year. Assignment asks students to connect family history interview to World History periodization.
Material Type: Activity/Lab, Homework/Assignment
Created by NHPRC Teacher Participant/Creator Jennifer Suri for her Global Studies class; Adaptable to other grades. New York City is a city of immigrants. Every neighborhood has a history connected to the wider history of immigration and migration. This assignment asks students to document some of the changes to their neighborhood from 1965 to present. Why 1965? This was the year President Johnson passed the Immigration and Naturalization Act which abolished the previous quota system based on national origin. This brought about major changes in the numbers and groups immigrating to the United States.
Material Type: Activity/Lab
Created by NHPRC Teacher Participant/Creator Korrell Pierson for US History; Adaptable to other grades. The assignment asks students to research three generations of the immigration experience (or migration) within their family, or members of your community and to gain a better understanding of the trials and tribulations of the immigrant experience and whether or not their experiences mirrored those learned about in Industrialization, Progressivism and Immigration units or if they differed.
Material Type: Activity/Lab
Created by NHPRC Teacher Participant/Creator Kenneth Porter for his Senior Leadership class. We all have different stories, reasons and various paths that we personally took or our relatives traversed to arrive at this nation of ours. This assignment tasks the student with researching the story of a relative/guardian who emigrated to this country. The student will learn the when, the what, the why and the how behind their story, in order to reveal to the student more about their own story.
Material Type: Activity/Lab
Created by NHPRC Teacher Participant/Creator Lucas Rule for Global 9/10 Course; Adaptable to other grades. A series of 8 assignments that connect the significance of objects, story telling, place, tradition and community research both to family history to world history events. Student choose 4 completed assignments for a portfolio to represent their work for the course.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Michael Mondello for Global History. This assignment asks students to use primary documents from the Transatlantic Slave Voyage Database to trace patterns between a selected African country and a select Latin American/ Caribbean country and to analyze the circumstances surrounding the Age of Exploration.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Marc Shoichet for Grade 10 Global History Course; Adaptable to other grades. During the year, we explore world history by analyzing the causes of events, understanding why they occurred, and comparing these events as well as the outcomes; in this end-of-year assignment we explore the relationship of our families/ancestors and neighborhood changes to the events of world history.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator John Ronzino for AP World and grade 10 Global History courses; Adaptable to other grades. The project has students research neighborhood/family history and connect to world history events, with a culminating project of creating a “history of the neighborhood”.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Stephen Spear for AP World History Adaptable to other grades. Over the school year we worked together exploring the history of the world by analyzing the causes of events, the contexts in which they occurred, comparing events, and understanding general patterns of continuity and change over time. In our last unit, we will employ three of these methods of analysis to conduct individual research on the relationship of our families or ancestors to the events of world history.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Deirdre H. Tuite for US History; Adaptable to other grades. Throughout this year we study how the United States came to fruition. We evaluate the reasons behind the establishment of the United States and the key figures in our history. However, it is important to remember that students too are part of America’s history. The student's history is our nation’s history. As we progress through the year, these assignments have students documenting their own history, through various projects: an interview, a community snapshot, and family artifact, ending with a personal essay.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Rachel Wylie for Global History. Adaptable to other grades. History is the study of the past based on available evidence at the time. In this project, you will create a time capsule full of evidence to allow your descendants to better understand who you are, your immigration story, and what life was like in 2018. This opportunity allows you to use evidence to enable future generations of your family to reconstruct your personal past. Each student’s time capsule will undergo peer-analysis of the primary evidence provided in the capsule.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Melissa Banks for her Global History; with modifications for English Language Learners. The assignment asks students to investigate their own immigration story, and to create a storybook that connect the to push-pull factors in their own immigration story to world history events.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator David Richman for his AP World History course. Adaptable to US History. Adaptable to other grades. Assignments ask students research the effects Executive Order 9066 had on families of Japanese descent, to analyze primary sources, and to create an illustrated story book detailing Ms. Wakatsuki’s time spent at Manzanar, a Japanese internment camp.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Michelle Barretta Fallon for her Global History class. Adaptable to US History as well. She offers a scaffolded 3-part assignment to allow students to connect research from family history to research about Global History. Part 1 (Family Interview) and Part 2 (Country Research) could be used separately.
Material Type: Homework/Assignment
Summary/ Description Overview: Created by NHPRC Teacher Participant/Creator Nancy Condon for her Grade 10 US History course; Adaptable to World History and to other grades. The goal of this scaffolded project is for students to research their own family immigration history looking into the reasons they left their home country and why they chose to settle in the United States. The project requires the student to do multiple stages of research, including an interview, origin country research, US research, and geographic research before handing in a final project in a choice of format – essay, poster board or website – to connect family immigration, and US History to world history events.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Julia Ng-Karpieszuk for AP US History; Adaptable to other grades. Group assignment designed to have students make connections between primary resources, historical and neighborhood sites, and the values and persons associated with the Gilded Age. The 3-part culminating project includes a research presentation, a walking tour map, and a creative work.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Judith Jeremie for her AP World History course; Adaptable to other grades. This assignment asks students to make meaningful connections between the past and their family/neighborhood history by conducting an interview of / researching a relative, gathering and organizing evidence of a historical moment / theme that has impacted that relative, and presenting their findings through art (graphic novel/ comic strips) or writing (narrative/poem).
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Jeremy Mellema, for his US Government class, Adaptable to other courses and grades. This immigration mapping project asks the student to create 3 maps, and to gather data through research and conducting an interview. Finally, students write an essay connecting what they have learned from this project to American Democracy, and to current immigration law or events.
Material Type: Homework/Assignment
Created by NHPRC Teacher Participant/Creator Jennifer Stalec for AP World History Adaptable to other grades, and timelines. Four-part project (conducted over 4 weeks at the end of the year) that asks students to conduct individual oral history and secondary source research, reflect on research, creatively express and engagingly present family-history and world-history source materials. .
Material Type: Homework/Assignment
