Extreme Journey High School Camp Teacher Support for Scholarship Applicants In Partnership with the UVA Summer Enrichment Program.  June 22 – July 3, 2008

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»	Scholarship Support Options
»	State Leaning Standards
	- Virginia
	- Pennsylvania
Why is this Essay Contest valuable to my students?  Because they will...   participate in a hands-on, student-centered learning activity that encourages both historical accuracy and creativity. complete research using a variety of materials. analyze primary source documents develop critical thinking skills as they give a contemporary voice to historical leaders    demonstrate problem solving skills as they analyze contemporary issues and pose solutions  incorporate the creative writing process into an historical essay that is clear, concise and imaginative   locate and use available local community resources.

How can I support scholarship applicants?  
Teacher support will vary based on the amount of class time available. Review the options below and select the one that works best for your class.

Option One:  “I have no formal class time to dedicate to the JTHG Extreme Journey High School Camp Contest.”
That’s okay! Your students can still participate in the contest.  Just give them the website information and encourage them to submit an application. This is an ideal independent project and a great way to differentiate for gifted learners! 

Option Two:  “I have one day to dedicate to the JTHG Extreme Journey High School Camp Contest.”
Review each step of the application process with students and answer questions. Then visit a computer lab to look up primary source documents listed in STEP THREE of the Guidelines for Writing the Creative Essay. After students locate and read primary sources listed, brainstorm ways that they can use that information in a historic essay. Then encourage them to create an essay and submit their work by February 15, 2008.

Option Three:  “I have multiple class days to dedicate to the JTHG Extreme Journey High School Camp Contest.”

Print the Guidelines for Writing the Creative Essay

• Day One – Complete Step One and Two of Guidelines for Writing the Creative Essay with the students
• Introduce students to the project and provide time for them to read and choose a scenario to focus on from STEP ONE
• Provide on-line access to essays from STEP TWO and ask them to consider the following questions as they read.
• Who is the author?
• What topic is the author discussing in the essay?
• What is the author’s perspective on the issue discussed? 
• Are there different perspectives on the issue?  
• If yes, what was the decision and what were the consequences of the leader’s choices?
• Day Two  -  (Days do not need to be consecutive.  Every Friday or once a month would work.)

• Read STEP THREE with students and be sure they understand the purpose of reading and analyzing primary source documents for this exercise
• Visit the computer lab and give students time to search and read primary sources. They may complete the Primary Source Investigation Form provided if that is helpful as they read
• Spend final fifteen minutes of class discussing how the information reviewed from primary sources could be useful to their essay.

• Day Three
• Discuss criteria for essay described in STEP FOUR with students
• Essay  requirements
• The essay should not exceed 500 words
• Incorporate information from primary source documents creatively into the essay. 
• i.e. Use quotations from Thomas Jefferson or other leaders when proposing ways to propel civil rights forward
• Use creative techniques to explore topics such as dialog among historic characters or first person writing from the perspective of the leaders provided in the scenario
• Practice writing dialog between Clara Barton and presidential candidate Hillary Clinton.
• Ground responses in contemporary situations if possible
• Refer to the front page of a newspaper to give examples of current issues
• Be sure essay includes an opening and closing paragraph with at least three paragraphs that comprise the body
• Explore consequences of ignoring contemporary problems
• Play a “What if” game with students.  What if Clara Barton had not stepped forward on the battlefield?  What if George C. Marshall had ignored the poverty in Europe after WWII?
• Provide students with class time to begin work on their creative essay.  Check to be sure that student essays relate to one of the two options provided in STEP TWO.
• Day Four
• Discuss the purpose of the scrapbook
• Visit: The Smithsonian Institution artifact web page which features a variety of artifacts and answers the question, “Why do artifacts matter? 
• Provide students with materials and time to complete scrapbook
• Materials could include
• A computer where students can print primary source documents
• Construction paper, glue and scissors
• Print Entry forms for students and advise when and how they need to send completed work to the UVA Summer Enrichment Program

State Learning Standards 

Connections to Virginia SOL
USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

• analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history
• make connections between past and present;
• interpret ideas and events from different historical perspectives;
• evaluate and debate issues orally and in writing;
• interpret patriotic slogans and excerpts from notable speeches and documents.

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

• describing the cultural, economic, and constitutional issues that divided the nation;
• explaining how the issues of states’ rights and slavery increased sectional tensions;
• describing the roles of Abraham Lincoln, and Frederick Douglass in events leading to and during the war;

USII.8 The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

• examining the Civil Rights Movement and the changing role of women;

CE.1 The student will develop the social studies skills citizenship requires, including the ability to

• examine and interpret primary and secondary source documents;
• create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
• analyze political cartoons, political advertisements, pictures, and other graphic media;
• distinguish between relevant and irrelevant information;
• review information for accuracy, separating fact from opinion

CE. 2 The student will demonstrate knowledge of the foundations of American constitutional government by

• explaining the significance of the charters of the  Declaration of Independence,

CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by

• practicing trustworthiness and honesty;
• practicing courtesy and respect for the rights of others;
• practicing responsibility, accountability, and self-reliance;
• practicing respect for the law;
• practicing patriotism.

VUS.6 The student will demonstrate knowledge of the major events during the first half of the nineteenth century by

• describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union.

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by

• identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln,  and Frederick Douglass;
• analyzing the significance of the Emancipation Proclamation

VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by

• analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois;

VUS.12 The student will demonstrate knowledge of United States foreign policy since World War II by

• describing outcomes of World War II, including political boundary changes, the formation and the Marshall Plan.

Connections to Pennsylvania Academic Standards

Historical Analysis and Skills Development
A. Analyze chronological thinking.
   • Difference between past, present and future
   • Sequential order of historical narrative
   • Data presented in time lines
   • Continuity and change
   • Context for events

B. Analyze and interpret historical sources.
   • Literal meaning of historical passages
   • Data in historical and contemporary maps, graphs, and tables
   • Different historical perspectives
   • Data from maps, graphs and tables
   • Visual data presented in historical evidence

C. Analyze the fundamentals of historical interpretation.
   • Fact versus opinion
   • Illustrations in historical documents and stories
   • Causes and results
   • Author or source used to develop historical narratives

Pennsylvania History
A. Analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to 1914.
   • Military Leaders (e.g., George McClellan)

B. Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914.
   • Documents, Writings and Oral Traditions (e.g., The “Gettysburg Address”)
   • Artifacts, Architecture and Historic Places (e.g., Gettysburg)

D. Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history from 1787 to 1914.
   • Domestic Instability (e.g., impact of1889 Johnstown Flood)
   • Ethnic and Racial Relations
   • Military Conflicts (e.g., Civil War)

United States History

A. Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914.
   • Political Leaders (e.g. Abraham Lincoln)
   • Military Leaders (e.g. Robert E. Lee)
   • Innovators and Reformers (e.g. Frederick Douglass)

B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.
   • Documents (e.g. Emancipation Proclamation)
   • Historic Places (e.g. Gettysburg)

C. Analyze how continuity and change has influenced United States history
from 1787 to 1914.
   • Social Organization (e.g., social class differences, women’s rights and antislavery
  movement)
   • Women’s Movement (e.g., roles in the Civil War)