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Jeff Van
Zile
08
Project
Summary
TAH Project # 1 –
Jeffrey Van Zile
As I began the
process of preparing my students to participate in National History
Day, I realized that students do not hate history, they hate how
history is presented. After nine years of teaching, and countless
workshops, this year participating in National History Day shed a
spot light onto students and their perceptions of history.
I began
the task of National History Day with my students in November 2007.
I presented the theme to them, Conflict and Compromise, and
instructed them to return to me in one week on an index card their
choice of a conflict and compromise in U.S. History. Having AP U.S.
History students, I still realized that they are still students and
the prospect of writing a paper is still surmount to pouring blood
from a stone. When the day came to turn in their index cards with
their choice of conflict and compromise, I expected students to turn
in broad topics, even through they were told to be very specific, I
was very surprised and amazed at how comprehensively my students
took the task.
I
received topics ranging from Anne Hutchinson, Battle of Saratoga,
Battle of the Wilderness, Northern Securities Company v. U.S., to
Title IX. The range and scope that my students handed in was very
impressive and exceptional. In addition, the choices that they made
were very manageable, and would also allow the students to shine in
choices that they made and topics that they wanted to study. I left
the door open to them to choice what they wanted to focus on, and
that interested them in U.S. History. I gave the freedom of choice
to my students hoping that they would choose a topics that they
liked and wanted to explore. I was not disappointed in the results
that they handed it.
After
assembly of their topics, I then took my students to the library to
begin the journey to a paper. Their next task was to complete an
outline for their paper based on the criteria that I had drawn up.
I also scheduled the library for a period of time for the students
to use as well. Students were given time in the library and had to
use the resources in the library. Predominantly students had to use
books in the library and not the Internet.
Upon
completion of their outlines, they had to be submitted to me and
graded. Problem that I found was that the amount of information
that the students were intending to put into the paper was too
much. Students were attempting to throw everything in the paper,
including the kitchen sink. The cast majority of my students were
trying to put too much background information into their paper.
They were attempting to set the scene, however, they were putting in
details that were not needed and details that were taking away from
the paper itself. After reading and grading their outlines, I gave
them back to the students and spent around 45 minutes talking to
them about background information and what is needed and what is
not. After the conversation I asked the students to re-work their
outlines and hand them back in, in one week.
After
re-grading the outlines, there was a marked difference in what they
were attempting to put into the paper. More than one student stated
that it got easier for them, from their perspective, now that the
introduction and thesis were out of the way. All my students stated
that this was the most difficult part of the project. Upon
completion of the outlines, students then presented me with a rough
draft at the beginning of February. From November to February we
only worked on topics and outlines, and then background information
and thesis. Now students began to put everything together.
Students rough drafts, are just that. Rough. Their content was
right on the money and their historical analysis of conflict and
compromise was excellent, I could not have been prouder. With that
said, some where along the lines, my students forgot everything they
have ever learned about grammar, mechanics, punctuations, sentence
structure and paragraphs. I was more than happy with the history
portion of their paper, we then had to fix the language arts section
of the papers. I handed back all the papers and told them the
problems and set a deadline of one week. Students fixed their
problems and were more embarrassed than anything else. On to the
final drafts and the competition.
All
papers were submitted to the local finals and my students presented
them in a wonderful fashion. Even though no winners, if you will,
emerged, it gave ownership to the students. I would definitely and
planning on participating again in National History Day. There are
no words to describe seeing your students defend their papers. In
addition, seeing students talk to other students from other schools
about history and what they wrote on and what they learned was
something that every teacher looks for and wants. All of my
students talked to other students about history. They listened from
each other and learned from each other as well. This is something
that just can not be described until one sees it. This competition
changed my teaching for the better, and for the better of my
students. Having them learn and write on their topics and then
defend their work is higher level learning and that is what we want
in all our students. By all means, National History Day all around!
Research
Paper: Conflict & Compromise
Throughout
the history of the United States there have been struggles and
outcomes, thus conflict and compromise. For example, the 9/11
attacks produced the Patriot Act. Another example, the Battle of
Antietam produced the Emancipation Proclamation. The possibilities
are endless in the United States.
Task:
-
Compose a historical paper,
no less than 1,500 words, and no more than 3,000 words in length,
using the theme of conflict and compromise.
-
Proper citation: MLA format.
-
Papers must be typed, 1-inch
margins on all sides. Pages must be numbered consecutively and
double-spaced. Papers must be stapled in the top left corner and
should not be enclosed in any cover or binder.
-
Title page: Title page will
have your name, date, title of your research paper (topic) and your
class, either A or B day.
Your paper should be
grammatically correct and well written. In addition, a very through
understanding of the
topic and the logically procession of historical information needs
to
be present and
evident. Evidence of higher analytically thinking is what the task
should
complete.
Please note,
conjecture is not permitted. Please do not engage in such frivolous
writing. It
is demeaning for
students to write, and repugnant for teachers.
All topics must be
approved with Mr. Van Zile. Please do not select a topic without
approval from your teacher. This is not meant to intimidate, but
intended to benefit students.
At any point in the
process of writing your paper you need assistance, please do not
hesitate to seek assistance. Remember, Mr. Van Zile can not read
your minds, therefore, ask for help.
In addition, always
proof-read your papers before the final paper is submitted to
Mr. Van Zile. Mr. Van
Zile can not read your minds therefore, you need to write as with
all formal writing, from the stand point that your teacher, do not
know anything about the subject. Be specific.
Please refer to the
attached rubric that will be used to grade the final paper.
Final paper due date:
____________________________________________________
AP Research Paper
Rubric – Conflict and Compromise
I. Mechanics: 10
Points
A.
Formatted cover
sheet
__________
B.
Paper is checked for grammar &
spelling mistakes __________
II. Organization:
20 Points
A.
Sound thesis statement
__________
B.
Paper has well developed
paragraphs __________
III. Content: 40
points
A.
Theme is
consistent
___________
B.
Historical
information
___________
C.
Sources
referenced
___________
D.
Answers the major
questions
___________
IV. Sequence: 30
Points
A.
Paper takes the reader through the process
from beginning to
end
___________
B. Use
of transition words indicate the order in
which events took
place
___________
Total ___________
-----------------------------------------------------------------------------------------------------------
Teacher
comments:
AP Research Paper Rubric
Research Paper:
Conflict & Compromise
TAH Project # 2
Jeffrey Van Zile
My second project
for TAH was to create a website for my Driving Guide of
Revolutionary War Sites in Chemung County.
Two
years ago I received a Save Our History Grant from the History
Channel along with the Chemung County Historical Society. The grant
was to write a guide of the major battle of 1779 in Chemung County,
The Battle of Newtown, and turn it into a driving guide that would
allow visitors into the county to use and witness the history in the
county.
The
Battle of Newtown on August 29, 1779 was the largest battle of the
year during the American Revolution. The battle encompassed more
than 20% of the Continental Army and was a major turning point in
the war. In England, it is taught as the turning point of the
American Revolution due to the nature of the battle and the
aftermath. The goal of the grant was to bring history to visitors
and as well as the people that live in the county. Therefore, the
History Channel gave $10,000 to create the driving guide. The guide
was completed and was distributed in Chemung County at the
Historical Society. The overwhelming success of the first printing
inspired me to put it online and create a teacher’s guide and a
students guide to go along with the website.
I
first began with the creation of the website. This is where most of
my time and energy was been spent. Creating and putting together a
website is very time consuming and demanding. First was to create a
vehicle for the website. How was I going to get it on the web? I
went to one the Instructional Technology people in my building and
asked for help. He was most gracious and came to my room and
explained how to use the tools that the district has and create a
website. The IT guy was in my room at least once a week guiding me
and answering all my questions.
Once
I had the domain name set up and the beginnings of a website I
solicited help from my students. My students were more than glad to
help and provided a wealth of material for me. However, they also
brought new headaches and new concerns.
My students
focused on the following, making it very hard to get the task done.
-
What will be the design of the home page?
-
What pictures will be present on the web page?
-
What colors should we use?
-
What font should we use?
-
What background should we use?
-
Should there be a “hit” counter?
-
Should there be links to other organizations?
-
Should we have names of those that worked on the site, available?
-
Should there be a contact button?
-
Should teachers and students contact Mr. Van Zile if they want
actual copies of the driving guide?
-
Should teachers contact Mr. Van Zile for the teachers guide?
-
How about the student guide?
-
How big should the pictures be?
-
Does there need to be limit of space?
-
Should the site contain background information?
-
Should the site contain information on preservation?
-
Should the site have contacts for Congress?
-
Should we encourage contacting members of Congress?
Theses are just a
few of the questions that were raised from my students, and I can
say only a small fraction of them have been answered.
With the help of
my students we began to construct the website and have the domain
name and background done. The larger material has not been placed
on the website yet and will be placed next year on the site for
teachers and students to use without contacting me to send them the
material. The entire process of creating a website has been very
useful and helpful. However, what is not is the small stuff that
goes along with it. Color, font, background all that stuff is
important, but yet again is not. I wanted a website with the
important historical information on it, and not have to worry about
the small stuff. However, it is the small stuff that catches the
eye, and brings people to websites. This fall the student and
teachers guide will be placed on the site, and the site will then go
public. To this point it is still a work in process, and is 90%
complete.
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