European History Performance Assessment Project
	Meg Monaghan
Summary Research Essay	Overview of this project Journal	Objectives Insurance	Research Packet Rubric Timeline for Performance Assessment
Connection to “Worlds of the Renaissance”: Bags with Intended Renaissance Themes   Intended topic: Renaissance marriage
Summary:  Students are placed into groups of five.  Each group receives a brown paper bag containing five seemingly random items.  Each bag must contain at least two pieces of literature.  The students must each select one item.  They must each complete an exploration packet containing the research they have done on their item, as well as a research paper based on some aspect of their research.  Then, the group must determine a group theme, linking their items together.  As a group they must develop a thesis statement and design a 45-minute presentation in which they present their individual items and their group theme.   Overview of this project:   This project is the culmination of all of the work done in European history this year. Two weeks are needed for students to work in and out of school on this project.  This time is for brainstorming (individual and group), meeting with group members (at least once a day) to discuss everyone’s progress, writing in the journal, researching, annotating and planning the presentation. There are three parts to this project:  a research packet, a research essay, and a group presentation.  The first two parts of this are done individually and are worth, together, 70% of the final grade.   The group presentation is 30% of every group member’s grade. A group journal is kept each and every day of this project.   back to top OBJECTIVES   Fulfill individual academic potential. Develop critical and creative thinking skills to solve real world problems. Demonstrate an understanding of European history. Formulate and express opinions supported by facts and data in effective presentations. Demonstrate effective reading, speaking, writing, and listening skills. Participate in collaborative and cooperative learning. Demonstrate self-discipline and personal responsibility for learning. Demonstrate a respect for individual abilities, diverse cultures, and world languages. Pursue areas of involvement to fulfill individual potential. 35% (AN INDIVIDUAL GRADE)   back to top EXPLORATION (RESEARCH) PACKET   Definition:  The exploration packet is a compilation of all of your research from your performance assessment item.  This packet includes photocopies or typed notes of your research. You are graded on the following five categories: Content, Annotation, Sources, Works Consulted, and Organization. CONTENT: Content of references must include a variety of topics related to your item (do not just research one specific aspect of your item) ANNOTATION: all references must be thoroughly marked up with strong connections to course content and outside knowledge. SOURCES:  a variety of sources must be included in the Exploration Packet.  Each source and reference must be of excellent quality.  The best type of research includes finding a number of different types of sources. Some of the many different source types are: 1.      Books 2.      Biographies in book form 3.      Specialized biographies 4.      Proquest/microfilm/microfiche – for example: Newspapers Journals Magazines 5.      Specialized reference books 6.      Databases—for example: Biographies Online Historical Newspapers Science Online 7.      General encyclopedia (only ONE allowed) 8.      Films/documentaries 9.      Interviews with relevant individuals 10.  Internet (.gov, .org, & .edu are best) – (only TWO allowed) WORKS CONSULTED:  This must be your first page in your packet.  It contains all references properly cited in alphabetical order, using correct MLA format. ORGANIZATION:  All references are in the same order as the Works Consulted page.  Each reference must also be labeled with its MLA citation and source type at the top of the first page of the reference. back to top  Research Packet Rubric   Content 35% A 100-90 B 89-80 C 79-70 D 69-60 F 59-0 - Must include major ideas in history and literature - Explores multiple related topics - conspicuously shows initiative to learn and research beyond your “item”  (research connects to your item – is not just about your item) - Explores some ideas in history and literature - Explores multiple related topics - Evidence of some initiative to research beyond your item - Explores some ideas in history and literature - Explores few related topics - Research is limited to just your piece - Weak attempt to broaden research topics - Research is limited to just your piece - No initiative to research quality content about your item or beyond your item   Annotation 30% A 100-90 B 89-80 C 79-70 D 69-60 F 59-0 - All sources are properly annotated w/ thoughtful and consistently shows evidence of learning and thinking. - Connections must be made to all course content- both English and History- and outside knowledge - Most  shows evidence of learning and thinking - Connections must be made to all course content- both English and History- and outside knowledge - Some  shows evidence of connections to material learned in other sources - Some connections are made to some course content - Weak  with very little evidence of connections or thought - One or two sources are not annotated - Strong connections are lacking - Very poor effort displayed when with very little evidence of connections or thought - sources are mainly highlighted or underlined - Three or more sources not annotated - Fails to make connections   Sources 20% A 100-90 B 89-80 C 79-70 D 69-60 F 59-0 - at least 5+ sources and 10-12+ references were found - Excellent quality sources were found   - at least 5+ sources and 10+ references were found - Good quality of sources were found   - at least 4+ sources and 9+ references were found - Weak quality of sources – too many similar types of sources - at least 4+ sources and 7+ references were found - Source types do not justify 2 weeks of work   - less than 4 types of sources - less than 7 references - Source types do not justify 2 weeks of work     Works Consulted 10% A 100 C 75 F 59-0 - Works consulted done correctly Works consulted has 3 mistakes - Works consulted passed in with 4 or more mistakes   Organization 5% A 100 C 75 F 59-0 - Beginning of each reference is labeled with MLA citation at the top with source type - All references are in order of Works Consulted - Some references are not labeled with author and source type - At least 2 references are out of order or are disorganized - References are not labeled - Packet may be missing references or are not in order   back to top 35% (AN INDIVIDUAL GRADE)   RESEARCH ESSAY   Each team member will write a 3-5 page research essay supporting a thesis statement.  Write on a limited aspect of a single item from the Performance Assessment team bag.  (Your essay need not connect with any other item in the bag.  Instead, you will express those strong connections--your bag’s theme--during your Team Presentation.) Your individual essay must demonstrate careful research leading to your in-depth understanding of the item.  Your MLA-style Works Cited page must list at least 5 references of various source types (no more than 2 internet), and the essay must show correct, appropriate MLA-style internal parenthetical documentation. Work with your group to explore the possible themes connecting all 5 of the items.  Alone and with your group, you brainstorm a wide variety of limited topics for your one item.  You choose one limited topic for your research.  Next, you create a preliminary thesis statement.  From there, you find/evaluate multiple sources and create source cards (a total of 5), and read/take notes from those sources on note cards (a total of 25).  Now you are ready to write a first draft.   Steps to follow.  Refer to timeline for due dates. 1.  From your Performance Assessment Team Bag, choose one item (this represents your broad topic) and begin to brainstorm a wide variety of limited topics for your essay.  2.  Hand in your limited essay topic with a preliminary thesis statement (use one 4x6 index card). 3.  Hand in 1 source card, with 5 note cards. 4.  Hand in 2 additional source cards, with 10 additional note cards. 5.  Hand in 2 additional source cards, with 10 additional note cards.  (By now you have handed in 5 source cards and 25 note cards.) 6.  Bring complete, word processed first draft essay, including a final Works Cited page and internal parenthetical documentation (all practicing correct MLA style), to class for peer-editing. 7.  Hand in your final draft essay, with peer-edited first draft and all relevant note cards, for grading.   Required:  For all source cards use 4 x 6 index cards and for all note cards use 3 x 5 index cards. Your research essay will be graded for content, organization, style, MLA format, and proofreading.  See the separate Evaluation Checklist. This end-of-year essay should reflect your very best work as a researcher and writer.    30% (A Group GRADE)   back to top PRESENTATION   Each group creates a 45-minute presentation.  This is divided into three parts:  an introduction, an oral presentation, and a question & answer period. ·        Introduction: -         Each member of the team should be introduced -         Each item should be presented and identified to the audience.  This would include reading an excerpt from a piece of literature and/or playing an excerpt of the music. -         Group thesis should be written large and clear enough to be see from a distance on the board or other visual -         One team member should read the thesis to the audience   ·        Oral presentation (20 - 25 minutes) -         All group members must present, for relatively the same amount of time, their item & its connection to the thesis and other items within the group.  If your item is a piece of literature, you must include a discussion of the author’s use of language in your presentation. -         This presentation should be well planned.  It should not be just a stating of the facts learned while researching.  For example, it is more important to know the major contributions of a person than when & where they were born. -         A strong visual component that meaningfully enhances the presentation content is required.  Examples include: costumes, props, video clips, skits, PowerPoint, photocopied handouts/bulletins/flyers, and creative posters. -         At all times, the very best presentation skills must be demonstrated.  Each individual will be graded on all of the following:  eye contact, voice projection, and body language throughout the entire presentation.   ·        Question & Answer period (20 minutes) -         This is a time for questions to be asked by everyone in the audience. This period helps the performers express additional knowledge of their topic, which may have not tied into the group thesis and thus was not mentioned during the presentation. -         Audience members are required to take notes and create questions for each presentation.  These notes will be randomly collected and graded throughout the week. -         Questions will be asked in a respectful and serious manner.   back to top JOURNAL   Each group will be given a journal.  All entries must be written in this journal. It will be graded and counted as homework grades for fourth quarter. It should include:  the date members present and absent each team member’s plans for the day accomplishments of the day homework for the night homework completed the previous night awareness of other member’s progress & findings Each group can determine the person or people who will enter the above information into the journal each day.  However, all team members should make equal contributions to the journal. Journal entries should be written in a clear and concise manner.  However, they must also reflect good use of time both in and out of class. Journal entries should also reflect effective time management both short and long term. The first day’s entries into this journal should be:  a list of items in your bag and the person responsible for each a record of your brainstorming about each item possible group connections between the items The importance of this journal is to communicate your progress to the teacher, but also is the only written record of a member’s failure to work (see insurance policy).   back to top INSURANCE   It is expected that all team members will work together.  However, we realize there may be occasional problems with a member’s work ethic.  In situations when one or more members consistently demonstrate a lack of responsibility, participation, and meeting of deadlines (set by both group members and teachers), the other members of the group can take the following measures: First, the group must talk about the situation and attempt to resolve it.  All aspects of this situation must also be noted in the journal (no matter how embarrassing). Next, if the situation does not get resolved within the group, it must be brought to the attention of your teachers IMMEDIATELY.  Measures will be taken by the teachers to attempt to correct the situation. If an individual does not follow the solution set up by the teachers, that individual will be pulled out of the group and will receive a zero for this portion of the final exam.   LAST MINUTE INSURANCE POLICIES WILL NOT BE GRANTED.  ALL PROBLEMS MUST BE BROUGHT TO THE ATTENTION OF YOUR TEACHERS WELL BEFORE THE PRESENTATION DATE.   back to top    Timeline for Performance Assessment   Day 1              Timeline, directions, discuss work schedules, discuss group strengths and weaknesses Day2               Performance Assessment Bags Distributed Day 3              Due at beginning of class:  one source on your item one completed spider web on your item In class:  complete group spider web Day 4              Due at beginning of class: 3 references relating to your item Day 5              Due at the beginning of class: limited topic with preliminary thesis    one source card with 5 note cards Day 6              In-class Exploration Check:  at least 7 references from at least 2 sources             Day 7              Two additional source cards with 10 additional note cards     Day 8              a one period group meeting to discuss presentation—group thesis due at end of period Day 9              Due at beginning of class:  two more source cards with 10 additional note cards Day 10            Works Consulted Sheet for exploration packet due at end of period- with at least 10 references Day 11            Rough Draft due—peer editing Day 12            Group meeting to discuss presentation Day 13           All Exploration Packets and Research Essays Due Day 14+          Presentations   back to top   Connection to “Worlds of the Renaissance”: Bags with Intended Renaissance Themes   Intended topic:  Renaissance marriage   EXPLORE (brainstorm and research) and LISTEN DAILY to what your group members are finding.  What theme can your group identify for this collection of items? 1.     Fiction/non-fiction:  Duchess of Malfi, John Webster 2.     visual:  Titan, “The Sacred and Profane Love” 3.     film: “O” starring Julia Stiles 4.     object:   picture of Marguerite de Navarre 5.     music:  Morley:  Now is the Month of Maying    Intended topic: Atypical Renaissance Women EXPLORE (brainstorm and research) and LISTEN DAILY to what your group members are finding.  What theme can your group identify for this collection of items?   1.      Fiction/non-fiction:  The Heptameron by Marguerite de Navarre 2.     Fiction/non-fiction:  On Famous Women by Giovanni Boccaccio 3.     visual:  picture of a convent 4.     painting:  “Judith”  Artemesia Gentilischi  5.     painting:  “The Chess Game”  Sophonisba Anvisciola back to top
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