Historical Twitter

Goals: The student will be able to write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Assignment: You are to put yourself as a person living during a historical time period from your 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 “Historical Twitter” account!

Step 1 – Let’s start by creating your character!

You can be yourself, create a fictional character or be a real, historical figure of the era.

Create Twitter “handle”. ex. YourName@twitter

Include an image of your character

Include your location and add a little about your character

Step 2 – 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 liveo What your life is likeo Events happening around youo What you do to pass the timeo Are you participating or involved in any groups?

If responding to a tweet or referring to another person, use @username. Have Fun!

Common Core StandardsLACC.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

LACC.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to 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 most significant for a specific purpose and audience.

LACC.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LACC.910.SL.1.2: Integrate multiple 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: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LACC.910.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

LACC.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.

LACC.910.WHST.4.10: Write routinely 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.

ScaleHigh AchievingThe 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 aiding comprehension

Consistently develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples that are appropriate to the topic.

Successfully uses varied transitions and sentence structures to link the major sections of the text, creates cohesion, and clarifies the relationships among ideas and concepts.

Effectively uses precise language and specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context.

Repeatedly establishes and maintains a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Efficiently provides a concluding statement or section that follows from and supports the information or explanation presented.

AccomplishedThe 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 manage the 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

DevelopingThe 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.

IneffectiveThe 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.