Name: _________________________________ Date: _____________

Legacies Final Project:  

Unit 4 Website Publication & Letter  

Our exam mods are Thursday, June 14 at 10:30 (B5), Friday, June 15 at 8:00 (A1),
Monday, June 18 at 10:30 (A5). You must come to our exam mod with Phases 1-3
of your website COMPLETELY DONE & POLISHED. You may come to the exam
mod with an outline of your final letter, but not a complete draft(see below).
○ During our exam time please compose your final letter and finish your
Phase Four webpage: Choosing to Participate.
○ Your website will be considered FINAL at the end of the exam block.

Final Letter (in lieu of exam): ​you will be writing an extended letter the person you
choose to share your work and with me. Your letter ​must include​ the following:

❏ Introduction
❏ A description of what you studied this year (new learning, topics you found
interesting, topics you want to explore further, connections you made, etc.)
❏ A description of the website you created during Unit 4: Morality

❏ Course Essential Question Response

❏ Address ONE of our course long essential questions with ​detailed,
specific evidence​ from Unit 4: Morality AND/OR any unit of our learning
this year:
1. How do legacies of the past influence and inform the world around
me today?
2. How does the past impact how we think and what we believe?
3. What are the historical sources of disparity, tension and conflict in
the contemporary world?

❏ Choosing to Participate
❏ What are your core values and how do you/can you live them?
❏ Next year you will take Senior Seminar Civics and will be required to do at
least 10 hours of community service and to do an extended Action
Research Project on a topic of your choice - how might you get involved in
our community and what issues are you interested in studying in depth?

When you have completed your letter:

❏ Add your letter to your final page “Choosing to Participate.”
❏ Email your letter with a link to your FINAL site to me as well as at least one
person with whom you choose to share your work (parent, mentor, other CHS
teacher, etc.).
❏ Have a GREAT summer….keep reading, thinking critically and engaging with the
world around you! See you in August!
 Legacies Final Exam
 
  Extending  Achieving  Making Progress  Getting Started 

My letter moves  My letter moves  My letter provides a  My letter provides a 

beyond a simple  beyond a simple  description. I am  description. 
description by  description by  working towards some 
Reflection  providing thoughtful  providing some  analysis in order to 
analysis in order to  analysis in order to  demonstrate my 
demonstrate my  demonstrate my  understanding. 
understanding.  understanding. 

Understand  I can demonstrate a  I can demonstrate my  I can partially  With support, I can 
& Apply   thorough and detailed  understanding of a  demonstrate my  demonstrate my 
  understanding of a  topic with the use of  understanding of a  understanding of a 
topic with the use of  specific, accurate,  topic.   topic. 
extensive specific,  content-related terms, 
accurate,  factual details, and 
content-related terms,  other sources.   
factual details, and 
other sources.   

I can consistently  I can maintain clarity,  I can articulate  I can work towards 
highlight and  purpose and  purpose and provide  communicating in an 
emphasize my  organization  relevant context for  organized and focused 
purpose. I  throughout my  my ideas, arguments,  manner with the 
communicate original,  writing.  or narratives. I  supports of graphic 
complex thoughts and  I create a unified,  communicate thoughts  organizers and other 
ideas which are well  cohesive whole by  and ideas which  scaffolds. I introduce 
organized, coherent,  using appropriate  demonstrate basic  the topic or text 
smooth, and  techniques (e.g.  organizational, logic  clearly. I use linking 
Purpose 
appropriate to the  engaging leads,  and focus. I logically  and transition words 
task, audience, and  transitions).    group related ideas  or phrases. I group 
purpose. I create a  and use techniques  related ideas together 
unified, cohesive whole  such as engaging leads  to support my 
by using appropriate  and transitions. I am  purpose. I write a 
and sophisticated  working to create a  concluding statement 
and/or artful  unified whole.  or section related to 
techniques (such as  the opinion presented.  
varied syntax).  

I can produce clear  I can produce clear  I am working to edit  My GUM errors, voice, 
and coherent writing  and coherent writing  writing until GUM  or tone may detract 
Language &  in which the style and  in which the style and  errors, voice, and tone  from meaning. 
Style  development enhance  development are  do not detract from my   
the task, purpose, and  appropriate to task,  purpose, task or 
audience.  purpose, and audience.  audience. 
Dear Whoever Is Reading This & Mr. Deane,

(For those who don’t know this) This is a letter for my Junior year Legacies class. It’s
serves as my history class of the year, but in this class we focused more on Legacy part of
history-meaning that we learn about why history is important to today and how its memory has
lasted to this day. This year we started off we learning about the Legacy of Beliefs (religions) -
like Buddhism, Hinduism, Christianity, etc. We then focused on the Legacy of different
revolutions-we focused a lot of Egypts recent revolution against their government, we then
settled into the imperialism of different continents like Africa, Latin America, parts of Asia and
the Middle East, and lastly we did our hardest unit (for me) the Holocaust. After doing our
learning we ended up making website to process and show what we had learned this year basing
it on the big idea of ​Morality​. We split our Website into four main pages: Page 1: Identity &
Membership, Page 2: Historical Case Study, Page 3: Judgment & Memory, and the the page that
this letter will sit in. On each of the first three pages, there will me the essential questions of each
unit with my answers to them and some of the physical classwork I did in this class and some
other works from different classes that I felt fitted into the unit.

One thing that our school does for each class is that we have learning targets for each day
of class and essential questions that go with the targets. One of the year long ones; How does the
past impact how we think and what we believe? Is one that I’m going to discuss in more detail of
this letter.

So ​how​ does the past impact how we think and what we believe? Well I believe that
without no past there could be no present or future. The past whether it be clean and pure or
stained and bloody is part of makes society function the way that it does. For anything (people,
animals, plants, etc.) to evolve or become the ‘best’ and ‘perfect’ (I put the quotes on best and
perfect - cause I’m using the term loosely and to take what I’m saying that we as a society are the
best as we can be, because we aren’t, we’ve made improvements but we still got a lot to go), it
has to start somewhere and learn what is good and bad. It’s kind of like a baby, babies don’t
know any of the world. But they start to as they start to explore the world, their going to run into
things that are new to them and play with them. Take a lemon for example. If you give a whole
lemon to a baby, it’s going to look very pretty and fun to them. The vibrant colors will give of a
safe and happy feeling to the babes mind. Most likely they’ll put it into their mouth without a
thought. The outside of the lemon won’t taste like much to them, but it we were to slice the
lemon open and let the baby put that it it’s mouth. Their most likely to suck on it for half a
second and then spit it out and squint up their face with the sourness of the lemon. Now they
most likely not remember that at age 30, but that memory of the sourness will most likely
prevent them for doing it again. Or they might do it a couple of more times with the same
reaction afterwards and think that they don’t like lemons as the travel into the terrible twos and
into their toddler age. But that’s kind of what the past is, it’s something that we’ve learned from
and use to processed in everyday life. When we learn about the horrible history of the holocaust,
we gain empathy for what has happen and in a way respect for those who suffered through such
things like that. It makes us think about what if I was apart of that? How would I like to be
treated like that? With the Holocaust it reminds of that we are the same deep down, those little
differences that we give each other and ourselves is what makes us the same. In a way history
warns us about what could/will happen when we do things like genocide or war or even
revolutions. Somewhere in history theses have happened and each with a slightly different
ending. Sometimes they haven’t and what we do today will be the past for someone else to learn
from-to avoid the mistakes that their kin have made and improve what they did wrong. Learning
from the past can helps us want to be better than them. I don’t think I’ve ever met a person who
wants to be like Hitler (Okay there is mostly a small percentage within the world of ignorance) if
anything I think a lot of kids within my class feel disgusted by him more than ever from this unit.
SO I guess a summary of my answer, is that the past is what we base our thoughts and beliefs on,
it’s what we use as the start of what we will eventually come to be.

So after our main units of the year in the last couple of class days, we kinda shifted our
focus away from the Holocaust to ourselves and our core values. We at a point were given a
sheet of about 14 key values and were asked to pick ten and then to tick them down until with
had two. I actually never picked out two, I first only picked one and then after a little bit of
thinking picked another. The first one that I picked was Happiness and the second one was
Integrity. Now if you look at the definitions of the both of the two, what I want is to be myself
and be happy with that. I think I could easily do this, for all I need to do like is just be myself and
not feel pressured by anybody else and just be happy with it.

So for next year I’m required to do 10 hours of community service. NowI already do all
kinds of community service at all different places from doing the Jingle Bell Express to going to
Malletts Bay and reading to the kids there. I’m not sure as to exactly I do, but I was looking into
the Peace and Justice Center that I saw on the Senior Seminar paper that was given out on the
last day of class. That itself is in way kinda of what i might be looking into doing but I’m not
100% on that yet. For the extended Action Research Project I might try to involve my L3 project
from this year into it or maybe I’ll get involved a little more into the environmental aspect of the
community. I don’t too much of an idea at the moment which is a common theme with me right
now.

Well I guess ​Sincerely Me.