HIS 100 Project 3 Multimedia Presentation Guidelines and Rubric Overview “If you want to understand today, you have to search yesterday.” —Pearl Buck Your final longer-term project in this course is to complete a multimedia presentation. The work you did on the Topic Exploration Worksheet in Module Two and the historical context and introduction in Module Six will directly support your work on this project. One of the prime benefits of studying history is that it allows us to learn about who we are and where we came from. The people and events of the past can often shed light on the conditions and social norms of the present. Having historical awareness can inform various aspects of your life as well as future aspirations. Learning from past failures and successes can shape ideals and values for years to come. This final longer-term project is designed to help you understand the fundamental processes and value of studying history. In the first project, you completed the Topic Exploration Worksheet on one of the topics or themes from the library guide. You investigated the types of research you might need to do to learn more about the topic and developed research questions. In Project 2, you used this worksheet to complete a research plan and introduction. You selected one of your research questions and did some secondary-source research, speculated on primary source needs, and used the information to write the introduction and thesis statement for a possible research paper. In this third project, you will create a multimedia presentation that explores both major developments in historical inquiry and the value of examining history. This assessment addresses the following course outcomes: ? Investigate major developments in the progression of historical inquiry for informing critical questions related to historical narrative ? Articulate the value of examining historical events for their impact on contemporary issues 1 Prompt Now that you have done some research with primary and secondary sources (using sources from the library guide for your chosen topic) and written an introduction for a possible history paper, you will turn your attention to thinking about the creation and value of historical inquiry. You will use the research you have done throughout this course, as well as course materials, to inform your thoughts. To present your opinions and observations, you will create a multimedia presentation (using a presentation tool such as PowerPoint or Prezi) that addresses the following critical elements. While these questions may seem “big,” remember that you are addressing them in a presentation, not a paper, and can use bullet points, visuals, or other methods. These critical elements will be evaluated from the information you provide in your multimedia presentation. Note: If using Prezi, be sure to include a Word document with notes. If using PowerPoint, be sure to use the speaker notes feature. Specifically, the following critical elements must be addressed: I. Articulate how different historical lenses impact how people perceive an historical event. The lenses include political, economic, and social. A. Explain how historical lenses could be applied to your topic. For instance, are there aspects of this event that might interest a political historian and what are they? B. Choose one of the lenses referenced above, and detail how the historical narrative you started in your research and introduction might change through this lens. For instance, how might the “story” of your event change when studied through its political aspects? C. Discuss what conclusions you can draw about the “telling” of history in relation to the “teller.” How does this impact for you what “history” is? Be sure to back up your opinions with information learned throughout the course and in reference to your chosen topic. II. Based on your conclusions, articulate the value of studying history. A. Describe how you could apply to our lives today what you have learned from the event you have studied. Be sure to reference specific contemporary issues. For instance, what specific issues that we encounter today could benefit from lessons learned from your event? B. Discuss your opinion of the adage that “history repeats itself.” Do you agree or disagree? Be sure to explain why you have this opinion with information you have learned throughout the course and in your research of your topic. C. Discuss your obligation as a citizen of your society to understanding the history behind issues that impact you every day. For instance, what civic duties you can be better at if you know more about their history? How can being a more informed member of society benefit you and society? Supporting Work and Resources For support on developing a multimedia presentation, refer to the PowerPoint Training (Windows PC or Mac) or Prezi Training Atomic Learning/Hoonuit tutorials. Log in to Atomic Learning/Hoonuit using your SNHU email address as your username and your SNHU email password as your password. Be sure to include notes as needed in your presentation in order to meet the outlined critical elements.
Review the papers as I demonstrated in class:
Provide comments in the margins. ( 2-3 comment on each article)
a brief note at the end, ( a short latter for a student at the end)
then complete the peer-review worksheet
– Finally, please answer the following questions for your partners’ Multimodal Arguments using 2-3 complete sentences. Include your answers to these questions in your peer-review feedback after the peer-review worksheet.
1) How has your peer designed the Multimodal Argument?
2) How easy is the Multimodal argument to navigate?
3) What do you think of the layout/design of the Multimodal Argument?
4) What is your partner trying to argue, exactly?
5) How does your partner educate, engage, and empower an audience with the Multimodal Argument?
How did this peer-reviewed article differ from every-day, news articles?
Which questions were addressed by the authors for this particular paper?
What does “empirically derived” mean?
How do the authors justify the questions asked?
What is considered to be “modern extinction”?
What are the five vertebrate taxa considered in this study?
The authors focused on using conservative rates of modern extinction in order to avoid skepticism and to see if the use of the term “6th mass extinction” is still justified. They used two different categories: “highly conservative rates” and “conservative rates”. What were the criteria used for each category (see Table 1)?
Why is 1900 considered separately from 1500 as the time for modern extinction rates?
Answer the authors’ three research questions.
According to the authors, how does the loss of biodiversity affect human well-being?
Outside of human well-being, why do you think we should care about the loss of biodiversity?
Do the authors believe that the exceptionally rapid loss of species (6th mass extinction) is still a questionable (controvertible) issue? Justify.
On a human time scale, do the authors consider the loss of biodiversity (and biodiversity benefits) permanent? Why or why not?
We’ve learned earlier this semester that mass extinction is one of the events leading to adaptive radiation. Why should the 6th mass extinction be seen as particularly alarming rather than just a means to adaptive radiation?
What suggestions do the authors make to avoid such loss (specifically, what are three notably important issues that must be urgently dealt with)?
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