High
Quality Work: Claim 3
Channel View School for Research students create rigorous and complex high
quality work products based on original independent research.
As a school dedicated to research,
Channel View provides opportunities for students at every grade level to
participate in research. As explained in Core Practice 12, students must
complete rigorous research projects that show complexity. Our students demonstrate higher-order thinking by
applying, analyzing, evaluating, and creating during daily instruction and
throughout longer research projects. Students encounter complex primary and
secondary sources across the disciplines and use evidence from these texts to
support their arguments.
Channel View teachers
differentiate instruction to ensure that students with different strengths are
able to master the material. Teachers also coordinate their lesson planning to
ensure that students understand how each assignment connects to the big concepts
taught in their core classes. Because students are able to see the connections
that unite the disciplines, they are able build on those connections to
successfully transfer their understanding to new contexts beyond the
classroom.
As researchers, our students know
that they must consider multiple perspectives when examining
a topic. Students have analyzed the triumphs and tragedies associated with
specific historical events, considered why people with different backgrounds
might have different opinions about a topic, and examined how proposed
solutions would impact different parts of society.
The complex, high-quality work
that our students produce is a result of their engagement with the material and
commitment to their work as researchers. Below are three examples that
illustrate Channel View’s High Quality Work products: 1) 10th Grade
Individual Written Arguments; 2) 7th-12th Grade National History Day
Learning Expedition; 3) 11th Grade Hamilton: “Who Tells Your
Story?” Assignments.
Evidence 1: 10th Grade Individual Written
Argument
In 10th Grade Advanced Placement (AP) Seminar, students develop their skills as researchers. AP Seminar, part of the AP Capstone program, is a foundational course that invites students to explore real world topics through multiple perspectives. Students continue this work in AP Research. After completing both Capstone courses, along with 4 additional AP classes, students graduate with the prestigious AP Capstone diploma.
At the beginning of the year, students
were introduced to the Problem/Solution Essay by examining media portrayals of
women. During their first Socratic Seminar, students struggled to develop their
own ideas about the subject, so the teacher provided discussion questions. At
the conclusion of this unit, students wrote an essay using texts provided by
their teacher. After evaluating successes and challenges, the English faculty
designed a scaffolding activity that helped students develop their own
questions by providing a framework with sentence starters and an anticipation
guide. Students participated in a second Socratic Seminar, using this framework
to assist them in applying higher-order literacy skills during their discussion
of the novel Frankenstein.
Students then began their second research
project, using general topics assigned by their teachers. Students worked with
a team to develop a research question, with each team member considering the
research question through a different lens. Students conducted their own
research, learning how to find and evaluate credible sources for research
writing. At the conclusion of the
course, students demonstrated original, creative thinking by independently
developing a research question and presenting their findings.
Task: “Students must identify a research question
prompted by analysis of the provided stimulus materials, gather information
from a range of additional sources, develop and refine an argument, write and
revise their argument, and create a presentation that they are expected to
defend.”
The learning targets for the final task were:
·
I can craft a research question that
examines an issue or problem through a specific lens.
·
I can evaluate and synthesize multiple
perspectives by drawing relevant connections between them.
·
I can compose a logically organized and well-reasoned argument by
connecting claims and evidence, leading to a plausible, well-aligned
conclusion.
·
I can design a presentation that effectively contextualizes my research
and considers audience and purpose.
·
I can utilize performance techniques such as eye contact and vocal
variety to support the communication of my argument.
AP Seminar Performance Task 2 Rubric
Students
read and analyzed texts provided in a stimulus packet, identified a thematic
connection, and composed a research question based on the materials. Students
analyzed information from a range of additional sources representing a variety
of perspectives. Throughout their research, they continually revisited and
refined their original research question to ensure that the evidence gathered
addressed their purpose and focus. Students considered multiple perspectives,
identified opposing views, and considered the implications of their solutions.
Students included a list of works cited, using the academic standards for
articles published in professional peer-reviewed journals.
After
completing their Individual Written Argument (IWA), students developed and delivered
a 6-8 minute Multimedia Presentation that conveyed their argument to an
audience of their peers. Students considered audience, context, and purpose
when they designed their presentations. Students used peer feedback to assist
them in revising their multimedia presentations to create polished final
products that effectively underlined the key points of their presentations.
Students used rehearsals and peer feedback to improve their audience engagement
strategies, practicing appropriate public speaking strategies, such as eye
contact and vocal variety. Students
defended their research process through oral responses to two questions.
Example 1: IWA—Punk Rock through a Historical Lens:
Unified Efforts to Resolve Widespread Issues
This student examined punk rock through a
historical lens, asking: “Has the punk genre ever successfully motivated
unified efforts to resolve wide spread issues?” He examines the topic through
multiple perspectives, considering punk rock’s role in the fall of the Berlin
Wall in East Germany and the end of apartheid in South Africa. He provides an
eloquent response to a counterclaim and writes a strong conclusion, arguing
that punk rock has successfully encouraged social action.
Example 2: IWA—The Link between
Violent Video Games and Real World Violence
This student examined video games through a
Social Lens, researching if the violence in video games can influence violence
in real life. He discussed how violent individuals were exposed to video-game
violence before committing crimes and proposes multiple solutions. He also
considers the implications and limitations of his solutions.
Individual
Multimedia Presentation Example 1: The Media Influence on Body Shaming
This video shows the beginning of this student’s Multimedia Presentation,
where she introduces her topic and explains its significance. She uses vocal
variety, rhetorical question, and effective transitions to guide an audience of
her peers through her argument. She underlines her key points with supporting
images and delivers a powerful presentation that clearly explains the relevance
of the topic.
Individual
Multimedia Presentation Example 2: Healthcare in America through a
Socioeconomic Lens
This video shows the conclusion of this
student’s presentation, where she shares her recommendation with an audience of
her peers and defends her research process. She exhibits excellent
public-speaking skills, and her familiarity with her material allows her to
fully engage with the audience without using notecards. She also provides a
thoughtful response to an oral defense question, sharing the early stages of
her research.
At the conclusion of the research project, we noticed that
students had successfully evaluated their sources and crafted evidence-based
arguments. Although students were able to identify important topics, they found
it difficult to design realistic solutions and analyze the implications and
limitations when applying these solutions to real world problems. Next year, we
will introduce crafting and evaluating solutions earlier in the curriculum and
lead workshops that allow students to consider the effects of these solutions.
Evidence 2: 7th-12th
Grades National History Day Expedition
Our National History Day
(NHD) expedition has become an important way to embody the name of our school:
Channel View School for Research. This research project, which has evolved over
the last two years, combines a study of a particular theme with a project
focused on students becoming real historians by analyzing and incorporating evidence
from both primary and secondary sources.
Last year, our first year
participating, the theme was Conflict and Compromise in history. Teachers
assigned specific topics to students. Students worked on researching their
topics, 1-2 days per week, using a set of graphic organizers. After evaluating
the research process and final product, the Social Studies department concluded
that several changes were needed to improve the students’ learning experience.
This year, the theme was
Triumph and Tragedy in history. This topic invited students to consider
historical events from multiple perspectives. The students’ interest level and
choice of the topics increased because students this year were allowed to
choose their topics. Teachers carved six weeks out of the school year to
complete the project in class, as opposed to taking 1-2 days per week as they
did last year. Students’ research was done daily using a packet designed
specifically for their project. Since teachers narrowed the time frame and
focus, they were better able to support students in selecting proper sources
and fully understanding them. The students’ research process was also more
rigorous, including rounds of critique and peer feedback.
Social Studies teachers
also invited the English Language Arts (ELA) and Art departments to participate. Students worked with
ELA teachers to perfect their process papers and create annotated
bibliographies, using proper citation format. Students also worked closely with
art teachers, who helped students develop an understanding of proper project
layout with text, visuals, captions, title, and thesis. Students were able to
create beautiful and innovative products, such as a factory that actually
produced steam.
Task: “Students must choose a historical topic related to the annual
theme, and then conduct primary and secondary research. After they have
analyzed and interpreted their sources, and have drawn a conclusion about the
significance of their topic, they will then present their work in one of five
ways: as a paper, an exhibit, a performance, a documentary, or a website.”
The learning targets for
the final task were:
·
I can
analyze how one person’s triumph can be another’s tragedy.
·
I can
examine a historical event through multiple perspectives.
·
I can
demonstrate the significance of a topic in history.
Students began by building
background knowledge on a particular topic in history. They conducted research
using tools like Google Scholar to locate primary and secondary texts and
images. Students utilized close reading strategies to evaluate the credibility
of these texts and identify key details. Students were encouraged to “think
like a historian,” using formats and standards from the professional world.
They used this research to formulate a thesis about a historical triumph and
tragedy. Students were encouraged to select topics connected to local people
and places in order to consider the impact of historical events on their
communities. However, students were ultimately allowed to choose a topic that
interested them.
Students then crafted an
evidenced-based final product. Students were able to choose to create a
research paper, an exhibit board, a documentary, a website, or a performance. All
students were challenged to produce high quality work that could be entered
into the city-wide National History Day competition.
Example 1: The Immortal
Woman: Aftermath of HeLa
This student explored the life of Henrietta Lacks, an
African-American woman whose cancer cells are the source of the HeLa cell line.
This is the first immortalized cell line and one of the most important cell
lines in medical research. The student used a heavy black framing to overshadow
the medical communities’ accomplishments. The student also used key words to
draw the eye of the viewer—focusing on “Ethics” and “Consent.” This display
helped underline the student’s key points during the oral presentation.
Example 2: The
Creation and Lasting Effects of the Atomic Bomb
This group of students
explored the scientific triumph and human tragedy of the atomic bomb. Nuclear
weapons are a huge scientific achievement for humankind, but also a tremendous
tragedy for those impacted by them. The students supported the presentation of their
research with a clearly labeled poster board that illustrated the creation of
the atomic bomb and its positive and negative effects. The students were able
to stress the tragic results of the bombings of Hiroshima and Nagasaki by
including emotionally moving images in their display.
National
History Day Example 3: James Marion Sims: A Triumph for Medicine & A Tragedy for
Ethics
This student explored the life and work of James Marion Sims, “The
Father of Modern Gynecology” who pioneered tools and surgical techniques
related to women’s reproductive health by experimenting on female slaves. This
student chose to create a documentary to share her findings.
In addition to
incorporating student choice and rigor, this assignment inspired students to
create exhibits that went above and beyond the National History Day criteria.
This year, the Learning Exhibition was greatly improved with regard to
thoroughness, authenticity, and creativity. However, students continue to
struggle with developing a focused thesis. After consulting with the ELA
department, we have decided to add an activity designed to teach students the
difference between broad and narrow research topics. After reviewing model
thesis statements, students will participate in a peer review rotation,
providing advice and feedback to help each create focused research topics.
Evidence 3: 11th Grade “Who Tells Your Story?”
In the 11th grade United States History and
English classes, students develop their skills as researchers and creative
writers. Teachers at Channel View work with the Gilder-Lehrman Institute of
American History to help students learn about history by combining primary
sources with a trip to see a performance of the musical Hamilton. At the
beginning of the unit, students were first introduced to primary sources from
the Founding Era in their United States History class. Students continued this work in
their ELA class, researching events, documents and/or people from the Founding
Era. Students used these sources create a piece that “tells a story” from a
particular perspective.
Task: “Students must use
primary sources to research an event or historical person from the Founding Era,
and then compose and perform an original poem, scene, or song to tell a ‘story’
of their research.”
The learning targets for the final
task were:
·
I can evaluate and synthesize
primary sources from the Founding Era.
·
I can analyze a complex set of
ideas or sequence of events and explain how specific individuals, ideas, or
events interact and develop.
·
I can determine an author’s point
of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power,
·
persuasiveness, or beauty of the
text
·
I can utilize narrative
techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
·
I can develop innovative
perspectives on texts, including historical, cultural, sociological, and
psychological contexts.
·
I can create poem, scene or song
that reflects on the research I conducted.
Students began their work by
utilizing the workbooks given to them by the Gilder-Lehrman Institute of
American History. They analyzed excerpts from “Free Thoughts on the Proceedings
of the Continental Congress,” written by Reverend Samuel Seabury, and “A Full
Vindication of the Measures of the Congress,” written by Alexander Hamilton.
Students compared both excerpts to the lyrics of Lin Manuel-Miranda’s “Farmers
Refuted” to correlate how the songwriter was able to use both perspectives from
the primary source documents to create a song. In addition, students analyzed
the lyrics of the opening song “Alexander Hamilton” to gain background
information before seeing the show and to help them in their research.
Students began their individual
research by selecting a historical person or event. Students then used online
search tools to locate primary and secondary sources. Throughout their research,
students needed to use annotation strategies to understand the argument and
identify perspectives for each document. Based on their interests, students
chose whose perspective they wanted to use to “tell their story.” For example,
a student writing about The Boston Massacre could use the voice of a British
soldier, a Colonist, a bystander, or the English monarchy. Students were able
to collaborate and use peer feedback to refine their pieces until the story
they wished to convey was comprehensible to all.
After completing their
“masterpiece,” students delivered it to an audience of their peers at Channel
View. The top students performed live on the Hamilton stage to an
authentic audience of New York City (NYC) high school students and cast members from the show. Students
then met cast members and were able to ask them questions before watching a
performance of Hamilton. After the performance, students completed an online
survey, reflecting on the process of creating their “masterpieces” and
connecting their writing to the performance that they saw. This project brought
history to life for our students and enabled many of them to experience their
first Broadway show.
Example
1: Poem: “The Boston Tea Party”
This student creates a beautiful
piece of work in conception and execution of poetic form. She transferred her
understanding of United States History to tell the story of the colonists from the
beginning of their revolution starting with the Boston Tea Party. This
masterpiece demonstrates original and creative thinking based on primary source
documents.
Example
2: Poem: “Hercules Mulligan”
These students analyzed primary
source documents to dig deep into the historical figure Hercules Mulligan. The
students pay to attention to accuracy, while still maintaining poetic beauty
within their piece, to explain the significance of Hercules Mulligan and the
part he played in the American Revolution.
Example
3: Song: “Theodosia Burr”
These students connect the big
concepts of Theodosia Burr’s advocacy for her father’s re-instatement to the United States
and the tragedies of her life by uniting United States History, English, and the Arts.
These students beautifully execute profound song lyrics by rewriting an
original Hamilton Broadway song to show their research and understanding of
Theodosia Burr.
Example 4: Hamilton Broadway
Live Performance: “Theodosia Burr”
In addition to the students
creating their masterpiece, one group was chosen by the Gilder-Lehrman
Institute of American History to perform their piece on the Hamilton Broadway
Stage. Here they executed professionalism, singing and playing the guitar, to
an audience made up of their peers as well as other NYC students and teachers,
and Hamilton cast members.
Students created beautiful final
products that successfully identified different perspectives, using documents from
the Founding Fathers to create projects to reflect on those perspectives.
However, students did not cite these sources. Next time, we will require
students to include a Works Cited page that lists at least two resources they
used. We will model how to evaluate sources and review citation formats and
standards from the professional world. This addition will ensure that their
evidence is credible and a true reflection of the people or events that they
presented.