The document provides instructions for students to write an article for a history magazine on a topic they are studying. Students are to design a magazine cover with a headline, main image, and 3 article subtitles and images. They then write the article, introducing their topic, including 3 body paragraphs with supporting details, and concluding their piece. The assignment aligns with Common Core standards around writing informative texts, developing topics, using language and style appropriately, conducting research, and writing for different tasks.

1. Historical Magazine Article
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 a writer for “World History” the magazine. You have
been selected by the editor to do an exposeon a topic fromyour World History
course. Pick a HistoricalEvent, Person, Placeor Subjectthat communicates the
general topic or theme that you are currently studying. Follow the steps below to
create a great piece for your readers!
Step1 – Let’s startby designing your magazine cover!
Your magazine cover must include the following:
 Create a main title or ‘headline’ for the magazine issue
 include one main image of the theme or topic
 include three supporting article subtitles or ‘headlines’ that relate to the
theme of the topic or issue
 add 3 additional pictures that relate to the ‘headlines’ as well as ‘captions’
Step2 – Write your article!
Your article must be written to answer a question, supporta statement or
promptprovided by your teacher.
Your article must include:
 An introduction, restating your main title or ‘headline’ (thesis)
 3 body paragraphs supporting your 3 subtitles or ‘headlines’ along with
transitions
 A conclusion, wrapping up your article
 Please pay close attention to punctuation, spelling and grammar

2. 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.

3. 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.