Renaissance+Research+Project

Renaissance/Reformation Research: Historical Figure Interview Assignment


 * Overview: Students will choose an historical figure from the Renaissance and research their lives, contributions, and historical significance. Students will choose groups, preferably individuals that can work together outside of the school setting. Groups will then develop a television interview format, for example the nightly news, on scene reporter, or day time talk show. Students will produce historical interview that shows insight into the lives, contributions, and significance of group's chosen topics. Students will also be allowed to include a commercial endorsement for an imaginary product of the time period, for extra credit.**

Objectives:

Students will research significant individuals from the Renaissance Students will analyze the importance of their contributions to society. Students will examine the historical significance of these contributions. Students will construct outlines or storyboards, and organize research. Students will construct mock interviews with historical figures. Students will demonstrate their ability to use video cameras and movie making software.

Directions:

DAY 1:

1. Choose groups and choose a topic from the provided study guide.

- topics will be assigned based on a first come first serve basis. - utilize a search engine, preferably dogpile or google to search for information related to your topic - bookmark pages related to the assignment, and save all web addresses as hyperlinks in a Word doc.

2. Groups will choose roles for the production of the group's interview. Each group will have a producer, director, researcher

Director: Responsible for the overall completion of the project and completion of the story board. Completing two research articles. Producer: Organizing time, determining what actors to use, writing the script. Scheduling time in the "newsroom." Competing two articles. Researcher: Developing and documenting research, writing interview script, finding Renaissance era products. Completing two articles.

DAY 2:

1 . Groups will chose the format for which they will conduct their interviews, groups will be given a great deal of freedom in deciding the format of their interviews.

2. Now it is time to do some serious research: Divide the web sites you have identified and have each member of your group research a few. Remember to discard those that are not important to your research. At the conclusion of this project you must have at least six sources, including one primary source document.

3. Each group member should record important concepts and events related to their topic, and identify which web sites or articles these ideas.

4. For homework: Each student will analyze a research article on the group's chosen topic. - each article analysis must list and elaborate on at least three things that you learned, and generate two questions for further research -analysis must be in complete sentences! - each article must be documented according to the MLA method.

Day 3:

1. Groups will create an overview of the topic you will be exploring. - You can create a time line or organize by themes, but a written plan must be developed. - Groups will create a storyboard, such as those used to develop television shows or graphic novels, groups can opt to complete an outline or mindmap instead of a storyboard. - Make sure you create a general overview of your interview from beginning to end.

2. For homework: Each student will analyze a research article on the group's chosen topic. - each article analysis must list and elaborate on at least three things that you learned, and generate two questions for further research -analysis must be in complete sentences! - each article must be documented according to the MLA method.

Day 4: 1. Schedule time in the newsroom. Each group will get one and only one class period in the newsroom we have constructed. Students can also opt to develop videos at home, and may schedule additional time during second period only. (It is the producer's job to schedule time and get releases. It is the director's job to run the "shoot."

- Groups should choose individuals to play characters and help to complete the video. (Note: if the student is not in our class you must have he or she complete a video release form that can be obtained from the districts website.) Your video will not be aired and will be considered late if the appropriate releases are not signed! - Groups should begin to create a script for the interview. - Completed scripts are due on December 20, 2010.

Days 5-12: 1. The remaining days will be out of class work, with the exception that each group will leave class to work on the video shoot. One group per class, per day.

2. Class will proceed as normal with the exception that one group per day will leave for filming.

3. Students will be unsupervised in the "newsroom" if any behavioral issues arise, students will face detention and/or a loss of points up to and including a zero for the entire project. Take advantage or your freedom to be creative, taking advantage of that freedom to goof around will be dealt with seriously.

Grading:

Individual grades:

Everyone: Summarize and document two research articles 20 points.

Everyone: Behavior and cooperation. 20 points. Students who goof off during this assignment will lose five points each time he/she is redirected. Please note number three for days 5-12.

Director: Completion of storyboard 20 points.

Producer: Completion of script/outline 20 points.

Researcher: Completed works cited page for research and one primary source: 20 points.

All individual assignments are due by Dec. 19th

Group grades:

The final product will be worth 100 points. See attached rubric.

Total points: 160

Bonus: Students who create a commercial for an authentic Renaissance product, which is placed within the interview can earn up to twenty points extra credit. The class will vote to determine extra credit awards.

Due Date: 12/19/2011