Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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- Creators: Barrett, The Honors College
- Creators: School of Humanities, Arts, and Cultural Studies
Description
This project is a one-semester U.S. government curriculum that centers on encouraging students to be active and engaged citizens while they learn civics and history content. The curriculum includes discussion based instructional strategies that require students to analyze documents, understand the historical background of issues, and communicate ideas clearly and respectfully. These skills expose students to new ideas and allow them to develop arguments based on evidence. I designed the curriculum for a democratic classroom \u2014 one that provides students with more responsibility and ownership in the classroom and gives them a large role in developing classroom policies and procedures. Diana Hess (2009) argues that a democratic education pushes students to "do democracy" (p. 15). This participatory structure engages students and teaches them how to be active democratic citizens.
ContributorsShaw, Vanessa Anne (Author) / Simpson, Brooks (Thesis director) / Harris, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
This thesis and creative project consists of two components. The first is a written analysis of Bosnian identity. It uses primary and secondary sources to get to the question of what it means to be a Bosnian. Readers can expect to learn about the last century and a half of Bosnian history, and how various leaders and experiences have molded the Bosnian people. The work is the combination of six months of research, and four months of writing. I chose this research as I am Bosnian and wanted to learn more about my culture. Through my research, I found that there is a strong Bosnian identity among people. This identity has been present throughout history, even through wars and political turmoil. Ultimately, the writing portion gives readers a background on Bosnian history, and then focuses on the history of identity. The second portion of the project is a two week unit lesson on Yugoslavian history. This lesson includes background on the region, as well as a guide on how an educator may choose to teach this region of the world. The lessons focus primarily on the last one hundred years, but they also include a broader overview of times prior to this. Not only this, but this section includes PowerPoints, lessons, and supplemental readings. The unit can be taught all together, or it can be broken down and lessons can be taken and taught during the time period they apply to. The goal of the two projects is to come together as one. Educators who are unsure about Bosnia can use the writing portion to gain more knowledge, and they can even assign this portion as a reading for more gifted students. The thesis project ultimately explores Yugoslavian and Bosnian history. Although the Unit does not directly align with identity, it does show students that identity plays a major role in this region, especially through the song lesson on day three. The goal of this project was not only to allow myself to gain more knowledge about this region, but to give educators the opportunity to teach a part of the world that is rarely taught in greater detail.
ContributorsMukanovic, Seada (Author) / Toth, Stephen (Thesis director) / Harris, Lauren (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to their usual lesson, and as a different and engaging method of learning. For the purposes of this honors thesis, the research and information gathered was split into four individual sections: a pedagogy, a historiography, a series of short biographies, and a script which is accompanied by a short film of the dialogue. These four parts would work together in order for an instructor to easily build either a simple, short, one-class lesson or a multi-lesson project for their students. The parts combine research into educational studies and research on French Revolutionary history in order to encompass all aspects of a lesson. The goal of such research into a potential lesson plan would be to create a history lesson which is more interesting to all students, especially those who struggle to find enjoyment in history. Moving forward, this theoretical lesson would be put into practice with middle or high school students in order to gauge their interest and engagement with the subject before and after a simulation in their class.
ContributorsNun, Taylor Jaylene (Author) / Thompson, Victoria (Thesis director) / Harris, Lauren (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Based on recent polls, citizens generally agree that civic education has an important place in schools, yet it is often overlooked by schools due to high-stakes testing. Even when civics is included in the curriculum, the methods and goals of said education are not consistent. This paper addresses civic education in the Peoria Unified School District by examining state education standards, textbooks and curriculum in the subject of social studies. This paper calls attention to the connection between education and citizenship, and organizes the curriculum in three categories of citizenship created by Kahne and Westheimer (2004). The purpose of this research is to examine civic education in the Peoria Unified School District, and address the role of civic education in relation to democratic citizenship.
ContributorsSchryver, Haley Alyse (Author) / Ron, Amit (Thesis director) / Harris, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05