AP World History – Legacy Project
Assignment Choices
For your final assessment in AP World History, you are going to create something that answers one or
more “so what?” questions. You have the choice of selecting a task that will help you to demonstrate your
knowledge of either the course as a whole (a survey project) or an in-depth look at a specific
region/era/topic (in-depth project). Your project must include historical skills and could infuse more than
one curricular area. (See self-evaluation page for specifics.)
Task choices:
1. Film Construction or Deconstruction / group
2. Music video a la “95 Theses Rap.” / group
3. “Map as art” cross-curricular project / individual
4. Local history audio project / individual or group.
5. Slam poetry / individual
6. Review game creation / individual or group
7. Individual choice / individual
8. Individual choice combined with combined curricula / individual possibly group
Due date: This project is to be submitted on Friday June 1. (Presentations will take place Friday June 1,
Tuesday June 5, and Thursday June 7). There will be a 5% per day deduction from your overall mark for
assignments submitted later than June 1. No assignment will be accepted after Friday June 8.
Project #1 Film Construction & Deconstruction
Create a film about a specific event or era. You can select to do this documentary style or a dramatic
narrative. The audience should come away from watching your short film better informed about the event.
Your film should be around 10 minutes long. (min. 5, max 15)
Please note this project is intended for those who already have video skills and want to express their
knowledge in this format.
Deconstruction: when you present your video to the class, you should briefly introduce your project and
explain why you chose to do what you did (a brief deconstruction of your creative process).
This project can be done in a group. You will complete an individual, peer and a group self-assessment.
Project #2: Music Video
Create a music video à la 95 Theses rap. This will involve creating lyrics that suit the event you are
depicting (you can use an existing melody, but will have to create original lyrics). You will provide the
audience with a lyric sheet. You will display your project to the class.
Please note this project is intended for those who already have video skills and want to express their
knowledge in this format.
This project can be done in a group if you so choose. You will complete an individual, peer and a group
self-assessment.
Project #3 Map as Art Project
Create a concept map of a particular region and tell that region’s history through art. (See Map as Art book
for inspiration and sample shown in class.). Individual and peer assessment.
Project #4: Local history audio project
Crofton’s neighbourhood is full of history. Your task is to share this history with the class. Using the
“Trailing Tales project” as your guide, you are going to share an audio history of Kerrisdale / Dunbar
region. Where did the street names come from? What has happened here in the past? What anecdotes
are worth sharing, either for their political, social or cultural value? You decide. (You can use Google Earth,
audacity, dipity or another program of your choice to create an interactive map of our region.)
http://www.mediaundefined.ca/trailing_tales/index.html. Individual and peer assessment.
Project #5 Slam poetry “the democratization of verse”
Infuse the major content of this course into a slam poetry performance. See Wikipedia entry on slam
poetry to understand the genre http://en.wikipedia.org/wiki/Slam_poetry and watch some samples from
local slam poets (like Shane Koyczan or Ritallin) for inspiration. Individual and peer assessment.
Project #6 Review game creation.
Your task is to create a brand new game that will help next year’s AP World students review for the AP
exam. Having recently gone through the experience, you should be very familiar with what one needs to
be successful in the course and on the exam. This game can be board-based or technologically derived.
You must organize a game that involves the entire class, is interesting, and is informative. Individual and
peer assessment.
Project #7 Individual Choice.
Propose an equally challenging project to the teacher. Assessment criteria to be determined by you in
discussion with me.
Project #8 Individual Choice with combined curricula.
You can devise a project that would combine AP World History content with AP Lang content, Literature,
Languages, or Information Technology content. Assessment criteria to be determined by you in discussion
with both teachers.
AP Legacy Project Self-Assessment
Name: _____________________
Performance Task: Legacy
Performance Criteria of historical skills:
1.
2.
3.
4.
5.
6.
7.
8.
Historical argumentation
Appropriate use of historical evidence
Historical causation (and consequence)
Continuity and change
Periodization
Comparison
Interpretation/ analysis of evidence (perspective; significance; ethical dimensions)
Synthesis
1. Explain how your project will help next year’s students understand the topic better:
2. Of the 8 historical skills listed above in green, please comment specifically on each and how well you infused them
into your project.
3. Of the 8 historical skills listed above in green, please comment specifically on how you could have improved some
of them in your project
4. If you could re-do this exact assignment, what would you do differently next time?
5. The percentage I feel I deserve on this project is ___________
Evidence to justify this (what did you do particularly well?):
If you did a group project, please consider the following group assessment as well:
This is what I was responsible for:
This is how well I performed as a member of the group:
Excellent
Articulates clear understanding of the group task and the individual contribution to the group;
listens to group members; expresses opinions and ideas; contributes information and research;
works with the group to fulfill group responsibilities
Proficient
Articulates understanding of the group task and the role each individual plays within the group;
listens to group members; contributes ideas and information; fulfills individual responsibilities for
the group
Acceptable
Describes the group task; describes individual role; listens to group members; contributes
information to group task
Limited
Describes individual role within the group setting; listens to others in the group; contributes ideas
Self-Reflection comments/ justification: