Spotlight Slides Spotlight on History
Research & Monologue Project
The Challenge
Step 1: Research
Choose a figure from Inventors/Scientists, Civil Rights, or WWII. Become an expert on their life and impact.
Step 2: Write
Step into their shoes. Write a 1-2 minute dramatic monologue based on a pivotal moment in their life.
Step 3: Perform
Bring history to life! Perform your monologue for the class using voice, body, and emotion.
Choose Your Star
Scientists
Marie Curie
Albert Einstein
Katherine Johnson
George Washington Carver
Nikola Tesla
Civil Rights
Martin Luther King Jr.
Rosa Parks
John Lewis
Susan B. Anthony
Malala Yousafzai
World War II
Winston Churchill
Anne Frank
General Patton
Eleanor Roosevelt
Audie Murphy
Theatre Terminology
Mon-o-logue
A long speech by one actor in a play or movie. It is used to reveal the character's inner thoughts or to express their feelings to another person who is listening but not speaking.
First Person
Always use "I," "me," and "my."
High Stakes
The character must want something badly.
Beyond the History Books
01
The Objective
What did they want to achieve most in their life?
02
The Obstacle
What or who was standing in their way?
03
The Secret
What was a private fear or hope they rarely shared?
Historical Accuracy
Your monologue is fiction, but it must be rooted in fact. Use your research guide to track your evidence!
Stage Presence
Projection
Speak to the back row! Use your diaphragm, not just your throat.
Posture
How does your character stand? A general vs. a scientist?
Eye Contact
Don't stare at the floor. Connect with your "imaginary" listener.
Today's Goal
1 Pick your historical figure from the approved lists.
2 Begin the History Hunter Research Guide.
3 Find at least THREE credible sources (Books, .edu, .gov, or .org sites).
"History is a stage, and today, you are the director."
History Hunter Research Guide History Hunter
Research Portfolio & Source Tracker
Student:
Date:
Subject:
Historical Figure Profile
Target Name:
Category (Check one)
Scientist/Inventor
Civil Rights
WWII Figure
Part 1: The Bio-Archive
Birth/Death Dates & Locations:
Early Life & Education:
What were their top 3 major accomplishments? Why do we remember them today?
Part 2: Character Mechanics
Thinking like an Actor and a Historian
The Motivation (What did they want?):
Examples: Recognition, freedom, safety, discovery...
The Obstacle (What stopped them?):
Examples: Laws, lack of funding, war, societal prejudice...
Famous Quote or Typical Way of Speaking:
Part 3: The Bibliography
Verified Sources Required
Source 01 Book, Website, or Primary Document
Author / Organization:
Title of Work:
URL or Publisher/Year:
Source 02 Book, Website, or Primary Document
Author / Organization:
Title of Work:
URL or Publisher/Year:
Source 03 Book, Website, or Primary Document
Author / Organization:
Title of Work:
URL or Publisher/Year:
The One Fact That Surprised Me: Voice of the Past Worksheet Voice of the Past
Monologue Writing & Script Prep
ACTOR:
HISTORICAL FIGURE:
I. Dramaturgy: Setting the Scene
When is this happening?
(A specific date/moment in history)
Where is the character?
(In a lab, on a bus, on the front line?)
Who are they talking to?
(The audience, a friend, an enemy?)
The Emotional Core
The Objective: What does your character want to achieve in this specific speech?
The Tactic: How will they get what they want? (Ex: Pleading, demanding, teaching, inspiring...)
II. The Script: Draft Your Monologue
Note: Write in the First Person (I/Me). Use [brackets] for stage directions or acting notes like [pacing nervously] or [long pause].
The Hook: Grabbing Attention
The Story: The Conflict & Struggle
The Resolution: Final Thought or Call to Action
Keep the focus on emotional truth and historical accuracy.
Director's Script Teacher Guide Director's Script
Teacher Implementation Guide
Project Objective
Students will synthesize historical research with dramatic writing to create a 1-2 minute original monologue. The goal is to humanize historical figures while developing performance skills like projection, character physicality, and emotional range.
Standards Alignment
Theatre: TH:Pr4.1.8 - Interpret and share artistic decisions in a performance.
Social Studies: RH.6-8.1 - Cite specific textual evidence to support analysis of primary/secondary sources.
Project Timeline (5-6 Days)
DAY 1
Intro slides & Topic Selection
DAY 2
Library/Lab Research Guide
DAY 3
Writing: Voice of the Past
DAY 4
Peer Review & Rehearsals
DAY 5-6
Showtime Performances
Grading Rubric
Criterion Exemplary (4) Proficient (3) Developing (2) Beginning (1) Historical Accuracy Deep research; captures specific period details and tone. Accurate facts; captures general persona correctly. Mostly accurate but missing key context or detail. Significant historical errors or lack of research. Dramatic Writing Strong first-person voice; clear objective; engaging hook. Good voice; clear story; logical progression. Voice is inconsistent; objective is vague. Difficult to follow; lacks structure or voice. Performance Skills Excellent projection; intentional physicality; strong eye contact. Can be heard; good use of stage; consistent focus. Speaks too quietly; stiff posture; eye contact fades. Audience cannot hear; lack of character physicalization.
Differentiation
Modified Length: Allow 30-45 second monologues for students with anxiety.Visual Aids: Allow students to use one simple prop (e.g., a pen for Curie, a notebook for Frank).Collaborative Research: Group students by category (WWII, Science) to share sources.
Key Discussion Prompts
"How did your figure’s personal struggles influence their public work?"
"Why is a monologue different from a regular speech or presentation?"
