AP World History Students Develop Interesting Projects

Huntington High School students in an Advanced Placement World History class with teacher Lauren Desiderio recently engaged in an interesting project that built off a summer assignment on land based empires specifically tied to a focus of governance. It might not sound exciting, but it was.

“A variety of internal and external factors contribute to state formation, expansion and decline,” states AP World History materials that go along with the unit. “Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.”

A graduate of Wyoming Valley West High School in Plymouth, Pennsylvania, Mrs. Desiderio obtained a BA degree at Fairfield University in political science with a minor in history. She played on Fairfield’s NCAA Division I field hockey team and was selected as the college’s Female Athlete of the Year in 2004. She has since been inducted into Fairfield’s Athletic Hall of Fame.

Mrs. Desiderio also earned a Master of Arts degree at Fairfield in secondary education. While pursuing a graduate degree she worked in the college’s athletic department as the academic assistant for student athletes and also served as the assistant field hockey coach. She began her Huntington teaching career in 2007.

The recent class project allowed groups of students to delve deeper into one specific Gunpowder Empire (Ottoman Empire, Safavid Empire or the Mughal Empire) and present their findings in a creative outlet.

“They focused on both the ‘healthy’ aspects of their empire such as how rulers successfully used a variety of methods to legitimize and consolidate their power and how they eventually declined in stature, which was highlighted as ‘wounds’ or ‘injuries’ in their project,” Mrs. Desiderio said.

Different aspects of the body represented different categories such as the head representing a significant ruler, the heart representing religious beliefs, and the hands cultural and artistic achievements.

“Doing this project with my group really showed me how helpful it is to work together,” Emma Barch said. “Everyone had different ideas and strengths, and when we combined them, it made our project better than if I had done it on my own. While learning about the Ottoman Empire, I not only got to understand its history and impact, but I also learned how much easier and more enjoyable work can be when you have a team to share it with. This project allowed me to further understand the Gunpowder Empires and I am so glad we had the opportunity to create it.”

Students evaluated each other’s projects and completed an “autopsy” report where they identified both internal and external factors that led to the downfall of these once powerful empires.

“I've been doing this project for many years and I have to say that this year's group of students went above and beyond in their creations and creativity,” Mrs. Desiderio said. “It was a great way for them to start off this school year in a positive and collaborative way.”

Students agreed that the project was a worthwhile experience and made good use of their limited time.

“This project was fun, informative, and very helpful for understanding our first unit,” Juliet Johnson said. “We all had a great time learning about the Ottoman Empire, as well as the other gunpowder empires from our peers.”

The project was a good way to start the new year, especially since it incorporated summer work and assignments.

“This project was a lot of fun to work on,” Violet Palacios said. “Each body part symbolized something related to the empire. We added injuries and wounds to the body to highlight its weaknesses and contributions to its decline.”

The students’ work is displayed on the second floor of the high school, in the social studies wing.