The document provides instructions for an assignment where students create a "Historical Twitter" account by developing a fictional character from a historical time period they are studying in World History class. Students are asked to write tweets of around 140 characters from the perspective of their character, commenting on events, daily life, groups they may be involved in, and responding to other tweets. The assignment aims to have students practice writing informative texts about historical events in character as part of learning goals for narrating history.

1. Historical Twitter
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 send out “Tweets”
regarding the general topic or theme that you are currently studying. Follow the
steps below to create your “HistoricalTwitter” account!
Step1 – Let’s startby creating your character!
You can be yourself, create a fictional character or be a real, historicalfigure
of the era.
 Create Twitter “handle”. ex. YourName@twitter
 Includean image of your character
 Includeyour location and add a little about your character
Step2 – Start Tweeting!
 Remember! Tweets should be around 140 characters long. (roughly 2 sentences)
 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?
 If responding to a tweet or referring to another person, use @username.
 Have Fun!

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.