Advanced+History

Advanced History Challenge #3 Interviewing a Primary Source Due May 2, 2010 by midnight!!! Interview a Historic Person 200 Points

Directions: Interview a person who was involved in World War II, the Cold War, Korean War, Vietnam War, and or any major American conflict. Students may also interview someone who was a part of the social movements, like the Civil Rights Movement, or the Anti-War Movement of the war. Create a biography of the person’s life, and reflect on your interview.

Core Knowledge Sequence HIS.8.5.H locate and interview veterans of World War II, Korea, and Vietnam (prepare written reports of interviews)

Step 1: Find someone to interview Find someone in the community who was involved in any major American conflict and or someone who was a part of any social movement in World History. Ask them for a formal interview for your Advanced History Challenge.

Step 2: Prepare for your Interview Prepare for your interview by writing out the questions you might ask. Be sure to ask poignant questions to explore the person’s life and to receive quality answers. Make sure you keep the questions you ask to turn in along with your report.

Step 3: Interview the Historical Person Make sure you are dividing the interview into segments, and recording by filming, tape recording, or digitally recording the interview. __No writing during the interview.__ The recording will help you in writing the report later and you don’t have to be writing while the person is talking. Please ask the questions and give eye contact and great listening skills while you are with the Historic Person.

Example of Interview Questions Please think of your own as well to ask Segment 1: For the Record: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) Make an introductory announcement at the start of each audio or video recording. Record on (audio recorder/ film/tape) and make sure that you have the date and place of the interview; the name of the person being interviewed; his or her birth date. Ask the veteran what war(s) and branch of service he or she served in, what was his or her rank, and where he or she served.

Segment 2: Jogging Memory: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) Were you drafted or did you enlist? Where were you living at the time? Why did you join? Why did you pick the service branch you joined? Do you recall your first days in service? What did it feel like? Tell me about your boot camp/training experience(s). Do you remember your instructors? How did you get through it? Segment 3: Experiences: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) Which war(s) did you serve in (WWI, WWII, Korea, Vietnam, and the Persian Gulf)? Where exactly did you go? Do you remember arriving and what it was like? What was your job/assignment? Did you see combat? Were there many casualties in your unit? Tell me about a couple of your most memorable experiences. Were you a prisoner of war? Tell me about your experiences in captivity and when freed. Were you awarded any medals or citations? How did you get them? Higher ranks may be asked about battle planning. Those who sustained injuries may be asked about the circumstances.

Segment 4: Life: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) Ask questions about life in the service and/or at the front or under fire. How did you stay in touch with your family? What was the food like? Did you have plenty of supplies? Did you feel pressure or stress? Was there something special you did for "good luck"? How did people entertain themselves? Were there entertainers? What did you do when on leave? Where did you travel while in the service? Do you recall any particularly humorous or unusual event? What were some of the pranks that you or others would pull? Do you have photographs? Who are the people in the photographs? What did you think of officers or fellow soldiers? Did you keep a personal diary?

Segment 5: After Service: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) Appropriateness of questions will vary if the veteran had a military career. Do you recall the day your service ended? Where were you? What did you do in the days and weeks afterward? Did you work or go back to school? Was your education supported by the G.I. Bill? Did you make any close friendships while in the service? Did you continue any of those relationships? For how long? Did you join a veteran’s organization?

Segment 6: Later Years and Closing: (PLEASE THINK OF YOUR OWN QUESTIONS AS WELL) What did you go on to do as a career after the war? Did your military experience influence your thinking about war or about the military in general? If in a veteran’s organization, what kinds of activities does your post or association have? Do you attend reunions? How did your service and experiences affect your life? Is there anything you would like to add that we have not covered in this interview? Thank the veteran and or social advocate for sharing his or her recollections. Step 4: Historical Biography Please write up the interview on a Word Document. The paper should read like a biography of the historical person. Be sure to add exact quotes from the person to enhance the realism and overall appeal to your paper.

Step 5: Reflection Paper When you are done with the biography, create a 2 page, double spaced reflection. Reflection Paper – Answer these questions Step 6: Email me your papers There should be 3 things sent to me
 * What topics did you research in order to prepare for the interview?
 * What expectations did you have going into the interview?
 * What was your overall experience in the interview?
 * How did the interview meet/not meet your expectations?
 * What surprised you about the stories your interviewee shared?
 * What do you think you gained from this experience?
 * Would you recommend future students do this project? Why or why not?

1. Questions that you asked during the interview 2. Biography of the Historical Person 3. Reflection

Email me your papers at mwaido@psdschools.org

ADVANCED HISTORY CHALLENGE – #1 - Required for Honors History ESSAYS DUE: Monday January 18, 2009 - by midnight Total Points - 25 Points

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(Examples: The Inquisition, Salem Witch Trials, German Prosecution of Jews, Pol Pot, Mao Zedong, the KKK, etc) Answer who, when, where, how, and why people were being tried? Make sure to answer how does the "witch hunts" you researched compare to the Red Scare of the 1950s?
 * Research “witch hunts” that have happened throughout history.
 * Any time where one group has accused another group without proper evidence.

Students may write an essay, create a skit, write a poem or a song, create a poster, make a home-made movie, etc. A Hard Copy of anything other than the essay is due Tuesday January 19, 2009 and it must be approved prior to the weekend of January 16th-19th

Students may also create their own inquiry to further their knowledge of history. All topics must be approved by Mr. Waido.

E-mail your papers to mwaido@psdschools.org

Between Truth and Fiction. Historical movies as a source for historical awareness. Due: Sunday February, 2010 50 Points
 * Advanced History Challenge # 2**

Please choose a Historical Movie from the list below or approve one with me.

Forest Gump, All the President's Men, All Quiet on the Western Front, Amistad, Apollo 13, Casablanca, Dances with Wolves, Das Boot, Doctor Zhivago, Downfall, Gandhi, Gentleman’s Agreement, Glory, The Great Escape, Gone With the Wind, The Last Emperor, Lawrence of Arabia, Lonesome Dove, Master and Commander, Patton, Platoon, Roots, Saving Private Ryan, Schindlet’s List, To Kill a Mocking Bird, Tora, Tora, Tora! War and Remembrance, Flags of Our Fathers, Letters From Iwa Jima, 2001: A Space Odyssey, The Patriot, Elizabeth: The Golden Age, Memoirs of a Geisha, Apocalypto, The Last Samurai, 300, Braveheart, 10,000 BC, Gladiator, Pocahontas, JFK, Shakespeare in Love, The Bridge on the River Kwai, The Far Horizons, They Died with Their Boots On, Battle of the Bulge, Pearl Harbor, The Ten Commandments, Julius Caesar

After you have selected your movie, get familiar with its historical context. Start writing the paper from creating a strong argument that supports the ideas presented in the introduction and thesis statement. Remember to restate your thesis in the concluding paragraph with a brief summary of main idea of your work. Always include information on the director, main characters, historical period used in this film. Recap briefly Back up your main opinion with specifics. Please research if the film has any historical inaccuracies and make sure to back up these problems with the actual historical accounts. When writing a movie review be sure not to hold back your true opinion of the film.

For all movies rated PG-13, and rated R, you must receive parental approval! Have your parents sign the Movie/Video permission form along with your report. It is at your parent/guardians decision whether or not you are allowed to watch and review any of the historical films listed and or approved by Mr. Waido.


 * DO NOT WATCH ANY FILM WITHOUT PARENTAL APPROVAL*

Movie/Video Permission Form Request Date: __Teacher Name: Mr. Waido Name of Movie/Video: Rating on Movie/Video: Reason for showing the Movie/Video: Advanced History Challenge Date of viewing: January-February - 2010

Teacher Signature:

Student Name:__

Parent/Guardian Approval:_