Resistance Movie Posters: Challenges to State Power 1450-1750
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as visual storytellers, design a movie poster that captures the essence of a historical resistance movement (1450-1750), addressing its motivations, impact on state power, and relevance to a modern audience?Essential Questions
Supporting questions that break down major concepts.- How do internal and external challenges shape state power and lead to resistance movements?
- In what ways can resistance movements impact social, political, and economic structures?
- How do diverse historical figures and events demonstrate effective resistance strategies?
- What motivates individuals and groups to resist authority?
- How can we visually represent historical resistance movements to engage and inform a modern audience?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will research a historical resistance movement (1450-1750).
- Students will analyze the motivations, impact, and relevance of the resistance movement.
- Students will design a movie poster that visually represents the resistance movement.
- Students will apply AP World History Topic 4.6 concepts to a specific historical example.
AP World History
Entry Events
Events that will be used to introduce the project to studentsFake News Alert!
Present students with deliberately biased or inaccurate 'news reports' covering each resistance movement. Students must critically analyze the reports, identify the misinformation, and uncover the truth through research. This entry event highlights the importance of historical accuracy and critical thinking.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.AP World: Modern Framework Graphic Organizer
Students will use a graphic organizer to analyze their chosen resistance movement in the context of the AP World History Topic 4.6 framework. This involves identifying the internal and external challenges to state power that led to the resistance, as well as the movement's impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA completed graphic organizer that clearly outlines the causes and effects of the resistance movement, aligned with the AP World History Topic 4.6 framework.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 2: Students will analyze the motivations, impact, and relevance of the resistance movement. Directly aligns with AP World: Modern TOPIC 4.6 by focusing on internal and external challenges to state power.Movie Poster Brainstorm & Storyboard
Before designing the movie poster, students brainstorm visual concepts and create a storyboard to plan the layout and imagery. This ensures that the poster effectively communicates the essence of the resistance movement.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed storyboard outlining the planned design for the movie poster, including sketches and descriptions of key visual elements and text.Alignment
How this activity aligns with the learning objectives & standardsPrepares students for Learning Goal 3: Students will design a movie poster that visually represents the resistance movement. Connects to AP World: Modern TOPIC 4.6 by requiring students to synthesize their understanding of the historical context into a visual representation.Resistance Movie Poster Design
Students create their movie poster, incorporating the research, analysis, and storyboard they have developed in the previous activities. The poster should visually represent the resistance movement, its motivations, and its impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA completed movie poster that visually represents the chosen resistance movement, including a compelling tagline and accurate historical details.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 3: Students will design a movie poster that visually represents the resistance movement. Reinforces AP World: Modern TOPIC 4.6 by requiring students to demonstrate their understanding of the topic through a creative medium.Poster Presentation & Analysis
Students present their movie posters to the class, explaining their design choices and the historical context of the resistance movement. They also reflect on how the project helped them understand AP World History Topic 4.6.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA presentation of the movie poster and a written reflection on the learning experience and its connection to AP World History Topic 4.6.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 4: Students will apply AP World History Topic 4.6 concepts to a specific historical example. Assesses understanding of AP World: Modern TOPIC 4.6 through presentation and reflection.Resistance Movement Researcher
Students begin by selecting a resistance movement from the provided list (King Philip's War, Queen Nanny, Ana Nzinga, Yemelyan Pugachev, Manco Inca and Tupac Amaru, or Shivaji) and conduct initial research to understand the basic facts and context of the movement.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed research log summarizing the initial findings about the chosen resistance movement.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 1: Students will research a historical resistance movement (1450-1750). Aligns with AP World: Modern TOPIC 4.6 by introducing the historical context of resistance to state power.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioResistance Movie Poster Project Rubric
Research & Analysis
Demonstrates understanding of the historical context, motivations, and impact of the chosen resistance movement.Historical Accuracy
Presents accurate and relevant historical information about the resistance movement, including key figures, dates, locations, and causes.
Exemplary
4 PointsDemonstrates comprehensive and nuanced understanding of the historical context. Information is accurate, detailed, and insightful. Goes beyond provided sources to incorporate additional relevant details. Provides compelling evidence to support claims. Demonstrates leadership in collaborative settings. Uses terminology accurately. Exceeds expectations. Terminology is used skillfully and correctly. Sources are used very efficiently. Work is accurate and error free. The data is interpreted and explained with great confidence. Demonstrates leadership in collaborative settings. Uses sources very efficiently. Exceeds expectations. Uses terminology skillfully and correctly. Sources are used very efficiently. The data is interpreted and explained with great confidence. Students demonstrate sophisticated research and analytical skills by finding relevant and detailed information about the resistance movement. They use appropriate terminology and sources, accurately interpreting the data with strong confidence. The work is accurate, error-free, and surpasses expectations. Collaboration demonstrates leadership and efficient use of resources.
Proficient
3 PointsDemonstrates thorough understanding of the historical context. Information is accurate and relevant. Uses provided sources effectively. Provides clear evidence to support claims. Provides comprehensive evidence. Contributes effectively to collaboration. Uses terminology correctly. Meets expectations.Terminology is used well and correctly. Sources are used efficiently.The data is interpreted and explained with confidence. Students demonstrate comprehensive understanding, finding accurate and relevant information. Terminology is appropriately used, sources are used efficiently, and data interpretation is confident, reflecting clear evidence and effective collaborative contributions.
Developing
2 PointsShows emerging understanding of the historical context. Information is mostly accurate but may lack detail or relevance. Uses provided sources with some difficulty. Provides limited evidence. Shows partial skill integration. Provides limited evidence. Participates in collaboration. Terminology is partially used correctly. Sources are partially used. The data is interpreted and explained with some confidence. Students show emerging understanding, with mostly accurate but less detailed information. Terminology use is partial, source use is limited, and data interpretation shows some confidence, suggesting partial skill integration and collaborative participation.
Beginning
1 PointsShows initial understanding of the historical context. Information is often inaccurate, incomplete, or irrelevant. Struggles to use provided sources effectively. Provides insufficient evidence. Shows limited skill integration. Provides insufficient evidence. Requires support in collaboration. Terminology is partially used incorrectly. Sources are poorly used. The data is interpreted and explained with minimal confidence. Students show initial understanding, with often inaccurate or incomplete information. Terminology is used incorrectly, sources are poorly used, and data interpretation lacks confidence, requiring support and demonstrating limited skill integration.
Analysis of Motivations and Impact
Analyzes the internal and external challenges to state power that led to the resistance movement, and assesses the movement's social, political, and economic impacts.
Exemplary
4 PointsProvides a sophisticated and insightful analysis of the motivations and impact of the resistance movement. Clearly articulates the complex interplay of internal and external challenges. Demonstrates exceptional critical thinking. Applies concepts innovatively. Provides a nuanced understanding of long-term consequences. Shows leadership in collaborative settings. Student demonstrates sophisticated understanding by providing nuanced analysis of the resistance movement's motivations and its profound impacts, skillfully integrating complex internal and external challenges. This innovative application of concepts, coupled with exceptional critical thinking, yields a thorough understanding of both short-term and long-term consequences. Their leadership in collaborative settings enhances the overall quality and depth of analysis.
Proficient
3 PointsProvides a thorough analysis of the motivations and impact of the resistance movement. Clearly identifies the internal and external challenges. Shows effective critical thinking. Applies concepts appropriately. Provides a clear understanding of the primary consequences. Contributes effectively to collaboration. Student presents a thorough analysis of the resistance movement, effectively identifying its motivations and impacts while clearly distinguishing internal and external challenges. The analysis demonstrates clear and critical thinking, with appropriate application of relevant concepts. It provides a solid understanding of the primary consequences, and the student contributes effectively to collaborative discussions.
Developing
2 PointsShows emerging understanding of the motivations and impact of the resistance movement. Identifies some internal and external challenges, but the analysis may be superficial or incomplete. Demonstrates basic critical thinking. Applies concepts inconsistently. Provides a limited understanding of the consequences. Participates in collaboration. Student demonstrates emerging understanding of the resistance movement, identifying some internal and external challenges, but the analysis may lack depth or thoroughness. While basic critical thinking is evident, the application of relevant concepts is inconsistent. The understanding of consequences is limited, and collaborative participation is at a beginning level.
Beginning
1 PointsShows initial understanding of the motivations and impact of the resistance movement. Struggles to identify internal and external challenges or analyze the movement's consequences. Demonstrates minimal critical thinking. Struggles with concept application. Provides an insufficient understanding of the consequences. Requires support in collaboration. Student demonstrates only initial understanding of the resistance movement, struggling to identify internal and external challenges or to meaningfully analyze the movement's consequences. Critical thinking is minimal, and the application of concepts is largely unsuccessful. The understanding of consequences is insufficient, and the student requires significant support in collaborative settings.
Visual Representation
Effectively translates research and analysis into a visually compelling and informative movie poster.Poster Design & Visual Appeal
Creates a visually engaging and well-organized movie poster that captures the essence of the resistance movement.
Exemplary
4 PointsThe poster design is exceptionally creative, visually striking, and highly engaging. Effectively uses color, imagery, and typography to communicate the movement's key message. Shows exceptional critical thinking. Applies concepts innovatively. The design elements are integrated seamlessly. Provides comprehensive evidence.Shows leadership in collaborative settings. Student demonstrates exceptional critical thinking and innovative application of concepts, producing a highly engaging, visually striking poster. Seamlessly integrating design elements, they use color, imagery, and typography to effectively communicate the movement's message. This work demonstrates comprehensive evidence and leadership in collaborative settings.
Proficient
3 PointsThe poster design is visually appealing, well-organized, and effectively communicates the movement's key message. Uses color, imagery, and typography effectively. Shows effective critical thinking. Applies concepts appropriately. The design elements are well-integrated. Provides clear evidence. Contributes effectively to collaboration. Student designs a visually appealing and well-organized poster that effectively communicates the movement's key message. They use color, imagery, and typography effectively, and the design elements are well-integrated. This work provides clear evidence of their understanding and effective contributions in collaborative efforts.
Developing
2 PointsThe poster design is adequate but may lack visual appeal or organization. Uses color, imagery, and typography with some inconsistencies. Demonstrates basic critical thinking. Applies concepts inconsistently. The design elements are partially integrated. Provides limited evidence. Participates in collaboration. Student's poster design is adequate but may lack visual appeal or organization. Color, imagery, and typography usage is inconsistent, reflecting basic critical thinking and inconsistent application of concepts. The design elements show partial integration, and the evidence provided is limited. Participation in collaborative settings is at a basic level.
Beginning
1 PointsThe poster design is poorly executed, lacking visual appeal and organization. Ineffectively uses color, imagery, and typography. Demonstrates minimal critical thinking. Struggles with concept application. The design elements are poorly integrated. Provides insufficient evidence. Requires support in collaboration. Student's poster design is poorly executed and lacks visual appeal and organization. Ineffective use of color, imagery, and typography reveals minimal critical thinking and significant struggles with concept application. The design elements are poorly integrated, the evidence provided is insufficient, and they require substantial support in collaborative settings.
Tagline & Message Clarity
Develops a compelling tagline that encapsulates the movement's key message or goal, and ensures that the poster effectively communicates the historical context and significance of the resistance movement.
Exemplary
4 PointsThe tagline is exceptionally powerful, memorable, and accurately reflects the movement's core message. The poster clearly communicates the historical context and significance of the resistance movement to a modern audience. Provides comprehensive evidence. Shows leadership in collaborative settings. Student develops an exceptionally powerful and memorable tagline that accurately captures the movement's core message. The poster clearly communicates the historical context and significance to a contemporary audience. Demonstrates comprehensive evidence and provides leadership in collaborative settings.
Proficient
3 PointsThe tagline is effective, clear, and accurately reflects the movement's key message. The poster effectively communicates the historical context and significance of the resistance movement. Provides clear evidence. Contributes effectively to collaboration. Student creates an effective and clear tagline that accurately reflects the movement's key message. Their poster effectively communicates the historical context and significance of the resistance movement, providing clear evidence and contributing effectively to collaborative discussions.
Developing
2 PointsThe tagline is adequate but may lack impact or clarity. The poster partially communicates the historical context and significance of the resistance movement. Provides limited evidence. Participates in collaboration. Student's tagline is adequate but may lack significant impact or clarity. The poster only partially communicates the historical context and significance of the resistance movement, providing limited evidence and involving basic participation in collaborative activities.
Beginning
1 PointsThe tagline is weak, unclear, or inaccurate. The poster fails to effectively communicate the historical context and significance of the resistance movement. Provides insufficient evidence. Requires support in collaboration. Student's tagline is weak, unclear, or inaccurate, and their poster fails to effectively communicate the historical context and significance of the resistance movement, providing insufficient evidence and requiring considerable support in collaborative work.
Presentation & Reflection
Presents the movie poster effectively and reflects on the learning experience and its connection to AP World History Topic 4.6 concepts.Presentation Quality
Delivers a clear, engaging, and informative presentation explaining the design choices and historical context of the resistance movement represented in the poster.
Exemplary
4 PointsThe presentation is exceptionally clear, engaging, and informative. Demonstrates a deep understanding of the historical context and effectively explains the design choices. Shows exceptional critical thinking. Applies concepts innovatively. Delivers presentation with confidence. Shows leadership in collaborative settings. Student delivers an exceptionally clear, engaging, and informative presentation that showcases a deep understanding of the historical context, effectively explaining design choices. Their exceptional critical thinking and innovative application of concepts are delivered with confidence, exhibiting leadership in collaborative settings.
Proficient
3 PointsThe presentation is clear, engaging, and informative. Demonstrates a thorough understanding of the historical context and explains the design choices effectively. Shows effective critical thinking. Applies concepts appropriately. Delivers presentation confidently. Contributes effectively to collaboration. Student provides a clear, engaging, and informative presentation, demonstrating a thorough understanding of the historical context and effectively explaining their design choices. Effective critical thinking and appropriate application of concepts are delivered confidently, contributing positively to collaborative discussions.
Developing
2 PointsThe presentation is adequate but may lack clarity or engagement. Demonstrates a basic understanding of the historical context and provides some explanation of the design choices. Demonstrates basic critical thinking. Applies concepts inconsistently. Delivers presentation with some hesitation. Participates in collaboration. Student's presentation is adequate but may lack clarity or engagement. They demonstrate a basic understanding of the historical context and provide some explanation of design choices, displaying basic critical thinking and inconsistent application of concepts. The presentation is delivered with some hesitation, and collaborative participation is at a foundational level.
Beginning
1 PointsThe presentation is unclear, disengaging, and uninformative. Demonstrates a limited understanding of the historical context and provides little or no explanation of the design choices. Demonstrates minimal critical thinking. Struggles with concept application. Delivers presentation with significant hesitation. Requires support in collaboration. Student's presentation is unclear, disengaging, and uninformative, reflecting a limited understanding of the historical context and providing little to no explanation of design choices. Minimal critical thinking and struggles with concept application are evident, and the presentation is delivered with significant hesitation, requiring substantial support in collaborative efforts.
Reflection & Metacognition
Provides a thoughtful and insightful reflection on how the project enhanced understanding of AP World History Topic 4.6 concepts and the learning process.
Exemplary
4 PointsThe reflection is exceptionally thoughtful, insightful, and demonstrates a deep understanding of the connection between the project and AP World History Topic 4.6 concepts. Shows exceptional critical thinking. Demonstrates sophisticated metacognition. Identifies specific strategies for future learning. Shows leadership in collaborative settings. Student's reflection is exceptionally thoughtful and insightful, demonstrating a deep understanding of the project's connection to AP World History Topic 4.6. With exceptional critical thinking, they exhibit sophisticated metacognition, identifying specific strategies for future learning and demonstrating leadership in collaborative environments.
Proficient
3 PointsThe reflection is thoughtful, insightful, and demonstrates a thorough understanding of the connection between the project and AP World History Topic 4.6 concepts. Shows effective critical thinking. Demonstrates clear metacognition. Identifies relevant strategies for future learning. Contributes effectively to collaboration. Student delivers a thoughtful and insightful reflection that demonstrates a thorough understanding of the connection between the project and AP World History Topic 4.6. Their effective critical thinking and clear metacognition identify relevant strategies for future learning and contribute positively to collaborative discussions.
Developing
2 PointsThe reflection is adequate but may lack depth or insight. Demonstrates a basic understanding of the connection between the project and AP World History Topic 4.6 concepts. Demonstrates basic critical thinking. Demonstrates emerging metacognition. Identifies some strategies for future learning. Participates in collaboration. Student's reflection is adequate but lacks depth or significant insight. They demonstrate a basic understanding of the connection between the project and AP World History Topic 4.6, showing basic critical thinking and emerging metacognition. Some strategies for future learning are identified, and their participation in collaborative activities is at a foundational level.
Beginning
1 PointsThe reflection is superficial and lacks insight. Demonstrates a limited understanding of the connection between the project and AP World History Topic 4.6 concepts. Demonstrates minimal critical thinking. Demonstrates limited metacognition. Struggles to identify strategies for future learning. Requires support in collaboration. Student provides a superficial reflection that lacks insight, demonstrating a limited understanding of the connection between the project and AP World History Topic 4.6. Minimal critical thinking and limited metacognition are evident, and they struggle to identify strategies for future learning, requiring considerable support in collaborative settings.