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History outputs and projects for logic stage

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I usually do my own thing for history with a spine and literature.  We do fun crafts and projects to go along with it.  Last year, we did some essays and note booking for my fifth grader.  My oldest is entering 6th grade, and I'd like him to start owning his history more by thinking more about the whys and hows and not just the "what happened."  I have started to build in more writing assignments and maybe even some note booking and outlining.  We are studying modern history this year, mostly American, and we will start a timeline project next year when we start over with ancients.  We are doing an inventions notebook and a presidents timeline.

 

What are some of your favorite history outputs and projects that you have done with your logic stage student?  Looking to go beyond the crafts into more analysis and thought behind the projects.

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This year we are studying the Ancients by culture using a version of GRAPES, PERSIAN, and INSPECT. We will use K12 Human Odyssey as a spine daily and create a timeline while studying ancient civilizations in depth. We will study a different attribute of the cultures using the above attributes weekly and require a written piece and outlining twice a week. At the conclusion of our study of the culture, she will be required to create a presentation based on the culture or some aspect she found interesting during our study. She can present it however she wants but must design the project completely on her own using guide questions I provide plus four of her own with progress check ins weekly. The only project I will dictate is "Create Your Own Civilization".

 

 

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We're doing a focused US history of 1950s-present this year, and I'm using the "Exploring America in..." series from Prufrock. It's not a standalone history series and each book is costly so I hesitate to suggest it. However, it does a great job of getting kids to evaluate music, literature, and art from the historical happenings of the decade. I've partnered it with American Odyssey, Hakim, Zinn, many documentaries, Crash Course, and a lot of other materials. It's taken me a ton of time to gather all the resources. But, the end of decade projects are pretty interesting and fun.

 

For example, the 1950s asks them to put together a guest list for an Ed Sullivan episode, complete with interview questions. The idea being that they've had enough exposure to historical and cultural happenings to make thoughtful choices. The 2000s has something like putting together Instagram posts of important/iconic things from the 2000s with appropriate hashtags and stuff. The 90s is a web page. 60s is pop art. I can't remember the 70s and 80s. But, it looks like a creative and thoughtful approach beyond more writing (which there is a fair bit of during the critical analysis work in each decade.)

 

ETA: You could easily just do one decade and just partner it with whatever history reading you've already planned.

Edited by deerforest
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We have done different things for different times. But sometimes we've done more research focused topics. Sometimes, I've started them on thesis papers where they have to write a traditional "five paragraph essay" with a thesis to defend. However, we've also done a few more creative things, like writing from different perspectives imagining that you're at a certain historical event. Reading books like Bull Run about the Civil War or Good Masters, Sweet Ladies about the Middle Ages are good to set the stage for doing that sort of a thing - where you build a character and imagine what their concerns would have been at the time. We've also done things like writing a newspaper article from the time or a letter to the newspaper at the time. And we've done book reviews - you can post them on Amazon or Goodreads - of books about the time period and that's output as well, obviously.

 

We're doing a focused US history of 1950s-present this year, and I'm using the "Exploring America in..." series from Prufrock. It's not a standalone history series and each book is costly so I hesitate to suggest it. However, it does a great job of getting kids to evaluate music, literature, and art from the historical happenings of the decade. I've partnered it with American Odyssey, Hakim, Zinn, many documentaries, Crash Course, and a lot of other materials. It's taken me a ton of time to gather all the resources. But, the end of decade projects are pretty interesting and fun.

 

For example, the 1950s asks them to put together a guest list for an Ed Sullivan episode, complete with interview questions. The idea being that they've had enough exposure to historical and cultural happenings to make thoughtful choices. The 2000s has something like putting together Instagram posts of important/iconic things from the 2000s with appropriate hashtags and stuff. The 90s is a web page. 60s is pop art. I can't remember the 70s and 80s. But, it looks like a creative and thoughtful approach beyond more writing (which there is a fair bit of during the critical analysis work in each decade.)

 

ETA: You could easily just do one decade and just partner it with whatever history reading you've already planned.

 

We're going to use that too and you weren't kidding about the readings and videos. I have a folder. Oy. I'm strangely excited about the Ed Sullivan thing though.

 

 

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We're going to use that too and you weren't kidding about the readings and videos. I have a folder. Oy. I'm strangely excited about the Ed Sullivan thing though.

 

Right?! So many! Plus, trying to match it up with the actual history reading, documentaries, etc. I hope it ends up being as interesting as it seems.

 

Oy! I think I'm biting off a lot trying to get through all of the books in one year, but we'll see. Which decades are you guys going to do? 

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Right?! So many! Plus, trying to match it up with the actual history reading, documentaries, etc. I hope it ends up being as interesting as it seems.

 

Oy! I think I'm biting off a lot trying to get through all of the books in one year, but we'll see. Which decades are you guys going to do? 

 

There were a handful of things I simply could not find, which was annoying. Everything else I need to print and bind still before we have box day. Which... eek... is soon once I remove our two upcoming trips.

 

BalletBoy is going to do the 50's and if he likes it, we'll do another - probably the 60's. I'm holding off to see what he thinks though, and see if it pushes him a little. He's a tricky kid. Smart, but he needs to work on really answering deeper questions, doing assignments that aren't completely his choice, and just finishing decent products. I'm hoping the big Ed Sullivan project will work for him and that the questions for analyzing images and videos and readings will push him a little. I'm excited about it, even if I got annoyed about gathering the materials!

 

ETA: So! Thank you! Because I'm pretty sure it was you who posted about these.

Edited by Farrar

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Mine did a program at co-op one time where they had to invent a character from history and do a "living history" musuem. Their character was based on fact, but was fictional. They had to research what life was like for that person and dress and give a little speech, then answer questions. 

 

This year for middle ages they will do a similar type presentation. It includes making costumes and knowing about what or who they choose to research.

 

So mine chose to be a wife of an early photographer. She had to research photography at the time of statehood. Her husband was injured in an actual event that she researched, and she had to take over the business, which is why she had to take over the business. It was a lot of fun.  My other dd researched early statehood newspapers and journalism and did hers as a newspaper person. 

 

For a Shakespeare play we did an MP study guide once. It gave them options like creating a family tree of the characters and of writing and filming a news report/interview of the characters. Those could easily be done about history. 

 

We did CHOLL last year for logic stage ancients. She has very small ideas at the end of each lit unit (based around history.) So for Egypt my dd12 last year made a brochure for traveling to Egypt. That is less thinking and more researching and drawing, lol, but she did have to look into what is there now vs. just learning the history, so a good social studies type project for anywhere. 

 

 

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Oh, a totally different suggestion - I'm pretty sure you can still do National History Day as an individual. It's a contest with lots of research and things you have to get done.

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Maybe a dumb question, but, what is this?: GRAPES, PERSIAN, and INSPECT

 

Those are methods for evaluating cultures. They are all the same things just in different order.

 

GRAPES- Geography, Religion, Acheivements, Politics, Economics, and Social Structure

PERSIA- Political, Economic, Religion, Social, Intellectual/Arts, and Area/Geography

INSPECT- Ideas, Natural/Geographic, Social, Political, Economic, Cultural, and Technological/ Scientific

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...  What are some of your favorite history outputs and projects that you have done with your logic stage student?

 

 

Here is what I handed to my daughter in 7th grade.  The resources we used are in this post  on the board.  Bear in mind that my daughter was a voracious reader; one might happily use far fewer books.  We also were homeschooling on a serious budget our first few years of homeschooling, and so I basically used what I could locate at the library and thrift stores.

 

Regards,

Kareni

 

 

 

"History and Reading

 

The plan:

 

To study history chronologically from prehistory to about AD500.

 

The means:

 

We’ll use Hillyer and Huey’s two books Young People’s Story of the Ancient World as well as numerous other books and resources.

 

Typically each week there will be a list of required reading.  There will generally be a novel to be read pertaining to the time period.  There may also be some myths and legends to be read.  There will also be non-fiction books or selections to be read and perhaps a website to visit or a video to view.

 

You will need to locate any places mentioned on the map, in a historical atlas and on the globe (if we obtain one).  Each week you will make two pages for your Book of the Centuries.  These pages should be work you can be proud of!  They should be well planned, edited and neat.  They can be in your best cursive or done on the computer.  All art work should be done with care.  The pages should pertain to the time period being studied.  Each page should be titled.  Pages might cover such topics as:

 

A people

A great man or woman (a ruler, artist, explorer, scientist)

An artifact (tools, buildings, type of writing)

A religion

An event

A discovery or invention

A war or battle

The daily life of a people

A map (route of an explorer, location of a people) 

An imaginary encounter between two historical personae

???

 

You might find information on these topics at home or you may need to do additional research at the library or online. 

 

Maps should include a legend (which may be printed) in addition to the title.

 

In addition to your two pages, you should also note five to ten important dates in your Book of the Centuries."

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Mine are required to do one large project, divided into two parts / two semesters. This year, our class covers Reconstruction to Modern.

 

They are to create a US History Museum in Minecraft. The museum must include several exhibits of noteworthy history (I think I said 6-8 per semester, ie two weeks per exhibit), and each exhibit must have a build component and a writing component (researched museum-esque context cards). 

 

Once the museum is done, they must make a YouTube-type video that walks viewers through the museum and explains the historic significance of each exhibit. 

 

That's really the only output I require for history. We have a lot of lively discussion in this class and we do some worksheets,but there's not much writing. We do writing elsewhere.

 

We also have assigned reading (with essays, etc) that often supplement history, but I classify that as part of our literature class. 

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Mine are required to do one large project, divided into two parts / two semesters. This year, our class covers Reconstruction to Modern.

 

They are to create a US History Museum in Minecraft. The museum must include several exhibits of noteworthy history (I think I said 6-8 per semester, ie two weeks per exhibit), and each exhibit must have a build component and a writing component (researched museum-esque context cards). 

 

Once the museum is done, they must make a YouTube-type video that walks viewers through the museum and explains the historic significance of each exhibit. 

 

That's really the only output I require for history. We have a lot of lively discussion in this class and we do some worksheets,but there's not much writing. We do writing elsewhere.

 

We also have assigned reading (with essays, etc) that often supplement history, but I classify that as part of our literature class. 

 

Mine are going to do extra reading, some outlining, and multiple choice tests using this https://www.hewitthomeschooling.com/Materials/mItem.aspx?id=2852 , but I just showed them this and they are so excited!  Thanks for the idea!!!

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