Historical Persona Research Project
What is this project?
This is a cross-curricular independent project that connects skills and content between social studies and English. It will
take several weeks, and all portions of it will be part of Trimester 3. It will build on your poetry skills from the past month
and combine them with research skills and formal research writing to create a larger composite project. Your knowledge in
one class will aid you in the other!
What will I do or make?
-You will select a historical figure that is part of the 8th grade social studies curriculum at CAS (it does not have to be a
person that you directly discussed/read about in class, but the person should be from one of those specific subject areas).
-You will write a research question about that historical figure and you will research it.
-You will answer your research question in two ways: analytically and figuratively (creatively). You will answer it by
writing a five-paragraph essay (major assessment), and also by writing a persona poem (major assessment) from their
perspective.
-You will work on this in English and get graded for it in English.
How will I do my research?
You will first lay out all the background knowledge you have on your person, as well as several initial questions to guide
your research as you gather more information. You will browse online sources, such as websites, articles, and historical
journals. You are encouraged to use materials from social studies class, as well as video sources (such as documentaries).
You will organize your research on the website called Diigo, which we will demonstrate in class. You will make your own
account to keep track of all your digital notes in clear, color-coded categories so you can access your info with ease.
Partway through the research process, you will solidify your research question, and start laying out your evidence that
relates to it. Your research question will guide the remainder of your research, you will answer it in your essay/thesis
statement, and it will be the topic of your poem.
You will have at least one week to research in class. You will need to do more research outside of class, too. Feel free to
ask Mr. Griffith, Ms. Mitchem, and Mr. Conroy questions about your topic.
What is the approximate timeline of this project? (subject to change based on student pacing/other activities)
Brainstorm Day 1: Establish background knowledge and think about what topic you want to choose
Research Day 1: Gather general info from online articles about your person based on initial questions
Research Day 2: Gather general info from online articles about your person based on initial questions; identify
your best potential research question so far
Research Day 3: Conference about your best potential research question so far; find information for the body
paragraphs of that question; introduce QuestiaSchool
Research Day 4: Use QuestiaSchool to find information for your body paragraphs
Research Day 5: Partial research day - use QuestiaSchool to find information for your body paragraphs; start
outlining
Research Day 6: Partial research day - use QuestiaSchool to find information for your body paragraphs; start
outlining
Essay Day 1: Outline your essay and write your thesis/topic sentences; start body paragraph 1
Essay Day 2: Write body paragraph 1
Essay Day 3: Write body paragraph 2
Essay Day 4: Write body paragraph 3
Essay Day 5: Catch up and peer revise
Essay Day 6: Write introduction/conclusion and peer revise
Poem Day 1: Brainstorm and create rough draft
Poem Day 2: Improve ideas, word choice, figurative language, and historical references; peer revise
Poem Day 3: Peer revise; write mini paragraphs showing your thoughts/analysis; practice performing your poem
Performance Day: Perform your poem (not memorized)
HPP Final Essay Rubric (Major Assessment)
Number of *** denotes the weight of the category in the final grade.
Category Expectations Score
Organization ❏ Thesis statement is clear and accurately previews the points of the argument. It appears at the end of the introduction.
** ❏ Topic sentence of each body paragraph uses language directly from thesis statement to clearly mark argument’s path.
❏ Each body paragraph contains a concluding sentence.
❏ Relevant transitions are used to show how each idea connects to the next.
❏ Quotes, paragraphs, and sentences appear in a logical order.
Evidence *** ❏ Two helpful pieces of evidence (in-text citations/quotes) from CREDIBLE sources in each body paragraph (at least 3
DIFFERENT sources are quoted overall)
❏ Evidence used in body paragraphs is logical and influential to the overall argument and to the paragraph.
❏ Each quote contains a lead-in phrase from the student so the reader understands the purpose of the quote.
❏ When helpful or necessary, the student has paraphrased information from sources in their own words and cited it.
Clarity of ❏ Essay clearly and thoroughly answers the research question.
Explanation/ ❏ Essay pushes beyond summary and draws critical conclusions about causes, effects, impacts, parallels, and connections.
Depth of ❏ Explanations delineate WHY those conclusions are logical/true, while carefully leading the reader from point A to B to C to D
Analysis *** ❏ Each quote/argument is fully analyzed in student’s own words with innovative insight (not just rephrasing).
Reader ❏ Introduction contains a unique hook that engages the reader and makes them want to continue the essay (not just a simple
Engagement rhetorical question).
** ❏ Introduction pitches the topic in a way that is both informative and interesting.
❏ Conclusion pushes the reader to contemplate the meaningful topics/impacts that stem from your essay and leaves the reader with a
deep thought.
❏ Advanced, specific word choice is used, as well as varied sentence structure (some short, some long); repetition is avoided.
MLA Form ❏ Works Cited list (sources you CITED from) and Bibliography list (other sources you read) are on their own page (end of the doc,
and Academic starting at the top of the page, name of list centered). Must contain ALL sources listed in Diigo.
Layout * ❏ Source entries on Works Cited/Bibliography pages are aligned to the left-hand margin with subsequent lines indented and nothing
is highlighted. The information in the source entries is accurate and complete (double-check what EasyBib tells you!!).
❏ Essay and reference page are in Times New Roman, size 12, double spaced, with student/assignment information in top left corner
of the first page.
❏ In-text citations are formatted correctly: Quote intro, “Quote” (whatever comes first in the Works Cited source entry).
Grammar ** ❏ Essay contains fewer than 3 grammatical errors (including simple typos like random capitalization, not putting a space after
periods/commas/semicolons, or including random extra spaces before punctuation marks).
HPP Final Poem Rubric (Major Assessment)
Category Expectations Score
Content of ❏ Poem is told from the historical figure’s point of view
Poem
*** ❏ Poem is at least 1 page long
❏ Poem contains clear, concise introductory information at the top of the page: the topic (who it’s about), the context of the poem,
and the theme it is teaching
❏ Poem brings the historical figure to life through emotion, feelings, details, and (written) images
❏ Logical inferences are made about the historical figure’s personality or reactions
❏ Poem is historically inspired, and it either alludes to or gives details about some historical norms, elements, people, or events of
that era/place (these can be subtle)
Creative ❏ Poem has 3+ different, high-quality instances of figurative language embedded naturally into the writing (one of them must be a
Writing symbol). All are clearly marked (either in a different font color or with a margin comment).
***
❏ All lines are written in descriptive, creative ways with advanced word choice that enhances the reading experience.
❏ Line breaks and stanza breaks are thoughtful and enhance the flow and meaning.
❏ Poem has a creative and relevant title (not just the person’s name)
❏ Weaker lines/stanzas have been removed to minimize redundancy, cliche, or summarizing.
Analysis *** ❏ Start with a relevant and accurate thesis statement
❏ 3 paragraphs of 8-12 sentences
❏ Strong organization (topic sentence, relevant context, multiples quotes clearly presented in a logical order)
❏ At least two quotes in each paragraph (quoting specific lines from the poem, not quoting an entire stanza)
❏ Relevant quote intros introduce each quote (perhaps providing context or naming the stanza)
❏ Analysis of each example/quote that ties back to the topic sentence
❏ Pushing beneath the surface of the poem to reveal more than what is seen, connections between ideas, inspiration behind certain
ideas, reasons and impacts for certain writing decisions, etc.
Grammar * ❏ Fewer than five grammatical errors.
HPP Poem Presentation Rubric (Minor Assessment)
Public speaking grade as the student reads JUST their poem to the class. Poem does not need to be memorized, but student must actively connect
with audience and be able to easily and frequently look up from the computer. While in the audience, students are expected to be fully respectful and
attentive, and any laughing or disrespect that may impede the presenter’s focus and confidence will be met with immediate disciplinary action.
Category Expectations Score
Clarity The student speaks clearly and distinctly at a loud enough volume for all to hear. Words are pronounced correctly.
Expression The student speaks emphatically, with appropriate and varied pitch and tone modulation to accurately convey feelings from their
poem. Certain words are emphasized to enhance the viewers’ emotional connection to the poem/character.
Pacing The student used pauses and pace effectively to communicate meaning and/or enhance dramatic impact of the poem. The reading
is smooth, with logical hesitations and speed adjustments.
Physical Student employs confident, proper posture that is calm and still. Student uses relevant, natural gestures and facial expressions and
Presence maintains frequent eye contact with audience.
...scroll down to see project format/layout example…
Student Name
Teacher Name
Course Name (English 8A or B or C)
Project Name (Historical Persona Research Project)
Due Date
Essay Title
Introduction (hook, background info, thesis). Introduction (hook, background info, thesis). Introduction
(hook, background info, thesis). Introduction (hook, background info, thesis). Introduction (hook, background
info, thesis). Introduction (hook, background info, thesis). Introduction (hook, background info, thesis).
Introduction (hook, background info, thesis). Introduction (hook, background info, thesis). Introduction (hook,
background info, thesis). Introduction (hook, background info, thesis).
Body Paragraph #1 (topic sentence showing your FIRST reason, evidence, analysis, evidence, analysis,
concluding sentence). Body Paragraph #1 (topic sentence, evidence, analysis, evidence, analysis, concluding
sentence). Body Paragraph #1 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence).
Body Paragraph #1 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body
Paragraph #1 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #1
(topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #1 (topic
sentence, evidence, analysis, evidence, analysis, concluding sentence).
Body Paragraph #2 (topic sentence showing your SECOND reason, evidence, analysis, evidence,
analysis, concluding sentence). Body Paragraph #2 (topic sentence, evidence, analysis, evidence, analysis,
concluding sentence). Body Paragraph #2 (topic sentence, evidence, analysis, evidence, analysis, concluding
sentence). Body Paragraph #2 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence).
Body Paragraph #2 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body
Paragraph #2 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #2
(topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #2 (topic
sentence, evidence, analysis, evidence, analysis, concluding sentence).
Body Paragraph #3 (topic sentence showing your THIRD reason, evidence, analysis, evidence, analysis,
concluding sentence). Body Paragraph #3 (topic sentence, evidence, analysis, evidence, analysis, concluding
sentence). Body Paragraph #3 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence).
Body Paragraph #3 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body
Paragraph #3 (topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #3
(topic sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #3 (topic
sentence, evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #3 (topic sentence,
evidence, analysis, evidence, analysis, concluding sentence). Body Paragraph #3 (topic sentence, evidence,
analysis, evidence, analysis, concluding sentence).
Conclusion (transition, rephrase thesis, sum up your main points, leave your reader with a deep thought).
Conclusion (transition, rephrase thesis, sum up main points, leave your reader with a deep thought). Conclusion
(transition, rephrase thesis, sum up main points, leave your reader with a deep thought). Conclusion (transition,
rephrase thesis, sum up main points, leave your reader with a deep thought). Conclusion (transition, rephrase
thesis, sum up main points, leave your reader with a deep thought). Conclusion (transition, rephrase thesis, sum
up main points, leave your reader with a deep thought).
Works Cited
“Genghis Khan.” Biography.com, A&E Networks Television, 28 Apr. 2017,
www.biography.com/people/genghis-khan-9308634.
“Genghis Khan: Rise to Power and First Year of Reign (Fall 2012) - Historpedia.” Google Sites,
sites.google.com/a/umn.edu/historpedia/home/personal-group-identities/genghis-khan-riE
-to-power-and-first-year-of-reign-fall-2012.
Weatherford, Jack. “Analysis of Genghis Khan by Jack Weatherford Essay.” Bartleby,
www.bartleby.com/essay/Analysis-of-Genghis-Khan-by-Jack-Weatherferd-P3JHL86SVJ.
Bibliography
Bawden, Charles R. “Genghis Khan.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 16 Feb. 2018,
www.britannica.com/biography/Genghis-Khan.
Brandon, Sumalinog. “Personality Analysis of Genghis Khan.” Scribd, Scribd, 2016,
www.scribd.com/document/321927282/Personality-Analysis-of-Genghis-Khan.
McLynn, Frank. “The Brutal Brilliance of Genghis Khan.” History Extra, 23 Feb. 2018,
www.historyextra.com/period/the-brutal-brilliance-of-genghis-khan/.
Poem Title
A historical persona poem from the perspective of __ (clarify who they were).
Context: __
Theme: __
Poem poem poem
Poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem
Poem
Poem
Poem
Poem poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem
Poem poem poem poem poem poem
Poem
Poem poem poem poem poem poem poem
Poem
Poem poem poem poem poem poem
Poem
Poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem poem
Poem poem
Poem poem poem poem
Poem poem
Poem poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem poem poem poem
Poem poem poem poem poem poem poem
Poem poem poem
Poem poem
THESIS:
Analysis of poem. (Explaining complex lines, hidden meanings, how figurative language affects your
poem, why this verb was chosen instead of that verb, etc.) Analysis of poem. (Explaining complex lines, hidden
meanings, how figurative language affects your poem, why this verb was chosen instead of that verb, etc.)
Analysis of poem. (Explaining complex lines, hidden meanings, how figurative language affects your
poem, why this verb was chosen instead of that verb, etc.) Analysis of poem. (Explaining complex lines, hidden
meanings, how figurative language affects your poem, why this verb was chosen instead of that verb, etc.)
Analysis of poem. (Explaining complex lines, hidden meanings, how figurative language affects your
poem, why this verb was chosen instead of that verb, etc.) Analysis of poem. (Explaining complex lines, hidden
meanings, how figurative language affects your poem, why this verb was chosen instead of that verb, etc.)
