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Historical facebook lesson plan

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historical facebook lesson plan

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Historical facebook lesson plan

  1. 1. Aaron Carn ST. JOHNS COUNTY SCHOOL DISTRICT HISTORICAL FACEBOOK LESSON
  2. 2. Historical Facebook Goals: The student will be able to write informative/explanatory texts, including the narration of historicalevents, scientific procedures/experiments, or technical processes. Assignment: You are to put yourself as a person living during a historical time period fromyour World History class. Your task is to create a “Historical Facebook” regarding the general topic or theme that you are currently studying. Follow the steps below to create your “Historical Facebook” account! Step1 – Let’s startby creating your character! You can be yourself, create a fictional character or be a real, historical figure of the era.  Create an alias ex. Paul the Peasant  Include an image of your character  Include your location and add a little about your character  Don’t forget to add your friends! (other people associated with your character or the time period) Step2 – Start Updating your Status!  What do you want to share with the world? Please provide commentary about: o Where you live? o What your life is like? o Events happening around you? o What you do to pass the time? o Are you participating or involved in any groups?  Add responses or other people writing on your wall as well!  Have Fun!
  3. 3. Birthdate: Relationship Status: Interests: historical facebook Friend #1 Friend #2 Friend #3 Friend #4 Name Type your groups here You wrote: Friend wrote: You wrote: Friend wrote: You wrote: Friend wrote: You wrote: Friend wrote:
  4. 4. Birthdate: August23, 1754 Relationship Status: Married to Marie Antoinette Interests: Hunting,opulence and extravagance,cake,chillin’in Versailles,raisingtaxes,parties historical facebook Marie Antoinette Princess Elisabeth Maximillian Robespierre Voltaire King Louis XVI The 2nd Estate, Kings of Europe, Absolute Monarchists, Cake of the Month Club, Guillotine Anonymous King Louis XVI wrote: •I justabsolutely lovelivingherein my palaceatVersailles.I would truly recommend everyone livein a palace! Voltaire wrote: •Yes, we should all justlivein palaces! Maybewe can all eatcake as well, rightMarieAntoinette? SMH King Louis XVI wrote: •I don't understand why all you peasants areso upset! Everything is great! Plenty of food, parties and chocolate! mm Marie Antoinette wrote: •I need a few more thousand francs,dear. The girls and I aregoingto get our hair done! Au revoir! 3rd Estate wrote: •We demand a new constitution! If you don't adhere, we will storm the Bastille! This is nota joke! King Louis XVI wrote: •Silly peasants.I amgoinghunting! Ta ta! King Louis XVI wrote: •Well... this is notgoing as planned! King Louis XVI wrote: •Oh dear! I am not a traitor! These people have gone too far! P.S. I likemy head where it is,thank you very much!
  5. 5. Common Core Standards LACC.910.WHST.1.2: Writeinformative/explanatory texts, including the narration of historicalevents, scientific procedures/experiments, or technical processes. LACC.910.WHST.2.4: Produceclear and coherent writing in which the development, organization, and style are appropriateto task, purpose, and audience. LACC.910.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is mostsignificant for a specific purposeand audience. LACC.910.WHST.2.6: Usetechnology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantageof technology’s capacity to link to other information and to display information flexibly and dynamically. LACC.910.SL.1.2: Integratemultiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. LACC.910.WHST.3.7: Conductshortas well as more sustained research projects to answer a question (including a self-generated question) or solvea problem; narrow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding of the subjectunder investigation. LACC.910.WHST.3.8: Gather relevantinformation frommultiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each sourcein answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarismand following a standard formatfor citation. LACC.910.WHST.3.9: Draw evidencefrominformationaltexts to supportanalysis, reflection, and research. LACC.910.WHST.4.10: Writeroutinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  6. 6. Scale High Achieving The student…  Effectively introduces a topic and organizes ideas,concepts, and information to make important connections and distinctions;include formatting (ex. headings),graphics (ex. figures,tables),and multimedia when useful to aidingcomprehension  Consistently develops the topic with well- chosen, relevant, and sufficientfacts,extended definitions,concrete details,quotations,or other information and examples that are appropriateto the topic.  Successfully uses varied transitions and sentence structures to link the major sections of the text, creates cohesion, and clarifies the relationshipsamong ideas and concepts.  Effectively uses precise languageand specific vocabulary to manage the complexity of the topic and convey a style appropriateto the disciplineand context.  Repeatedly establishes and maintains a formal styleand objective tone whileattending to the norms of the disciplinein which they are writing.  Efficiently provides a concludingstatement or section that follows from and supports the information or explanation presented. Accomplished The student…  Introduces a topic and organize ideas, concepts, and information to make important connections and distinctions  Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the topic.  Uses transitions and sentence structures to link the major sections of the text.  Uses language and vocabulary to managethe topic and convey a style appropriate to the discipline and context.  Establishes and maintains a formal style and objective tone.  Provides a concluding statement or section that follows from and supports the information or explanation presented Developing The student…  Occasionally introduces a topic and organizes ideas, concepts, and information  Often chooses an appropriate topic with relevant facts  From time to time uses transitions and sentence structures to link the major sections of the text.  Sometimes uses language and domain- specific vocabulary  Occasionally maintains a formal style.  Often provides a concluding statement. Ineffective The student…  Attempts to introduce a topic and organize ideas.  Has chosen a topic that is inappropriate or irrelevant.  Does not use transitions and sentence structures  Does not use proper language or specific vocabulary.  Is unable to maintain a formal style.  Does not provide a conclusion statement.
  7. 7. Rubric Ineffective (1 point) Developing (2 points) Accomplished (3 points) High Achieving (5 points) Topic Topic is inappropriate or irrelevant The topic is somewhat appropriate or irrelevant Topic is appropriate and relevant Well-developed topic which is appropriate and relevant Organization No clear method of organized ideas, concepts and information Slightly organizes ideas, concepts and information Introduces and organizes ideas, concepts and information Effectively organizes ideas, concepts and information while making connections and distinctions Grammar/ Punctuation Items are misspelled and there are errors in grammar or improper use of punctuation Some items are misspelled and there are a few grammatical errors or improper use of punctuation Few, if any, items are misspelled and there are few grammatical errors or improper us of punctuation There are no spelling, grammatical or punctuation errors. Vocabulary There is no use of subject specific vocabulary or proper language Sometimes uses subject specific vocabulary and proper language Often uses subject specific vocabulary and proper language. Successfully uses subject specific vocabulary and precise, complex language Style Is unable to maintain a formal style, provide sufficient facts or details, quotations or use of transitions linking major sections of text Attempts to maintain a formal style, provide sufficient facts or details, quotations and use of transitions linking major sections of text Is able to establish and maintain a formal style, provide sufficient facts or details, quotations and use of transitions linking major sections of text to create a proper flow Effectively establishes and maintains a formal style, provides sufficient facts or details, quotations and uses varied transitions linking major sections of text to create cohesion and flow Intro/ Conclusion No introductory paragraph (hook/thesis) or concluding statement Attempts to provide an introductory paragraph (hook/thesis) and concluding statement Provides introductory topic with a hook/thesis and concludes with a statement supporting information explained Appropriately introduces the topic by providing a statement with a hook/thesis and concludes the section with supporting information or an explanation of material presented.

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