Grade 8 Social Studies



[pic]

Task

You will be asked to take on the role of a character in a time period allocated to you. You will need to research your character and the time period. You will be creating a character profile very similar to a profile page in a facebook account; you will also develop a paper doll model of your character which includes important notes with regard to your historical figure. You will also be developing a costume and working with your classmates to turn a specific area of the school into magical moments in history. You will also be performing a skit with other characters that relate to your own.

You will be assessed on…

1) Library research notes and bibliography 15%

2) Facebook profile poster 20%

3) Paper doll notes sheet 20%

4) Skit 20%

5) Your props: costume, artifacts, models etc 10%

6) Your contribution to developing your time period 5%

7) A reflective writing activity 10%

Each student in the class will be given a different character from a specific time period or theme.

My character is

My location is

Checklist

A list of tasks you need to complete…

Background research of your time period and location

Note Card about your character

Biography Paper Doll of your character

Facebook Poster Profile

Prepare your costume (this is no small task)

Learn how your character relates to other characters (for skit)

Prepare skit

Class planning of the event in their location/sharing roles

Written and practiced your role plays; made your props

Rehearsal with your class

WTT on April 17

Follow up activity (Reflective writing piece)

On the Day

Morning Bring in all of your props/costumes etc

Set up the Venue

Afternoon Run through of event with students/teachers as spectators

Evening Performing to parents, your teacher will assess you

Checklist

Check off each task as you complete them. Show the teacher you have completed the section and ask the teacher to sign your checklist.

|Section |Date student |Teacher signature |

| |completed | |

|Character Biography Notecard-Who are you? What is your family history? How did you get to be in this | | |

|position? What is your life like? What do you look like/dress? Where do you live? What are some of your | | |

|experiences/successes/failures? | | |

|Time period- When did your character live? What were the main events of this time? What was life like | | |

|for people in this time period? | | |

|Your character in your time period – how did you treat others? What were your manners like? What did you| | |

|expect of others? What did you do to other people? What did other people do to you? | | |

|Bibliography –You have completed a bibliography on NoodleTools | | |

|Event planning – you have contributed ideas to class planning. You have taken a task to complete. | | |

|Paper Doll Biography – You have drawn the doll and inserted the facts for the biography from your note | | |

|cards | | |

|Facebook Profile Poster – Picture(s) are complete and profile is completed | | |

|Costume & Props – You have made your costume | | |

|Role play with others – you have planned, written and prepare an activity with other students in the | | |

|class | | |

|Decorations– You have made decorations for your location | | |

|Rehearsal – You are ready to rehearse | | |

Assessment Rubrics

1) Library research notes and bibliography

15%

You will be assessed by the library on completeness and accuracy

2) Facebook profile poster 20%

You will be assessed using the Facebook Profile Rubric

3) Role plays, Skit and activities with other students 20%

You will be assessed based on the skit rubric and by your efforts

4) Paper Doll and Write Up 20%

You will be assessed using the Biography Rubric

5) Props: costume, artifacts, models etc 10%

You will be assessed using the props rubric

6) Your contribution to developing your time period 5%

You will be assessed in the class planning event: contribution and

willingness to take on and complete tasks

7) A post –WTT reflective writing activity 10%

You will be assessed based on your detail and explanation: criteria will

be provided after the event

Skit Presentation Rubric

|Category |5 |4 |3 |2 |

|Enthusiasm |Facial expressions and |Facial expressions and |Facial expressions and |Very little use of facial|

| |gestures generate a very |gestures generate |gestures generate |expressions and gestures.|

| |strong interest and |interest and enthusiasm |enthusiasm, but seem |Did not generate much |

| |enthusiasm about the |about the topic in others|somewhat faked. Or |interest in the topic. |

| |topic in others |listening. Student is |student may use either |Student does not appear |

| |listening. Student is |enthusiastic about their |expression or gestures |to be enthusiastic about |

| |highly enthusiastic about|topic |but not both. Or Student |their role. |

| |their topic | |may use them for only a | |

| | | |portion of the speech | |

|Preparedness |Student is completely |Student is prepared and |Student is somewhat |Student does not appear |

| |prepared and rehearsed |has rehearsed but may |prepared, but did not |to have prepared. |

| |thoroughly |make an error |rehearse | |

|Delivery |Speaks clearly and |Speaks clearly and |Speaks clearly for 75-84%|Often mumbles or cannot |

| |distinctly 95-100% of the|distinctly 85-94% of the |of the time. |be understood, |

| |time |time. |Mispronounces several |mispronounces words |

| | | |words. | |

| | |Mispronounces no more | |Does not Interact |

| | |than two word | |naturally and nor in a |

| |Stands up straight, looks| |Seems a little |comfortable and confident|

| |relaxed and confident. |Fairly good posture, |uncomfortable in role. |way with others in skit. |

| | |relaxed most of the time |Expresses some nervous or| |

| |Interacts naturally and |and fairly confident. |uninterested body | |

| |in comfortable and | |language. | |

| |confident way with others|Interacts well and is |Interacts at an | |

| |in skit |mostly comfortable and |acceptable level and show| |

| | |fairly confident way with|some level of confidence | |

| | |others in skit |in interactions with | |

| | | |others in skit | |

| | | | | |

|Focus |Stays on topic 90-100% of|Stays on topic 75-89 % of|Topic was sometimes |It was hard to tell what |

| |the time |the time |confusing, with |the topic was |

| | | |irrelevant ideas included| |

|Content |Shows a full |Shows a good |Has some understanding of|Does not seem to |

| |understanding of the |understanding of the |the |understand the characters|

| |characters interactions, |characters interaction, |Characters interactions, |interactions, own role |

| |own role and time period |own role and time period |own role and time period |and time period well |

| | | | | |

| |Shows a full | | | |

Total score: /20 = %

Rubric for Costumes and Props

|Category |5 |4 |3 |2 |

|Design |The design and |The design and |The design and construction|The props have been poorly|

| |construction completely |construction captures |somewhat attempts to |designed and put together.|

| |captures the ‘flavour’ |some of the ‘flavour’ of|capture the ‘flavour’ of |They do not reflect the |

| |of the topic and time |the topic and time |the topic and time period |‘flavour’ of the time |

| |period |period |however there are design |period. |

| | | |faults and construction is | |

| | | |not creative /successful | |

|Accuracy |The choice of prop and |The choice of prop and |The choice of prop and |The choice of prop and |

| |design is very |design is appropriate |design is somewhat |design is not appropriate |

| |appropriate and has been|and has been made to |appropriate and has been |and has does not |

| |made to accurately |accurately reflect such |made to attempts to reflect|accurately reflect such |

| |reflect such articles as|articles as they were in|(though not always |articles as they were in |

| |they were in the |the specific time period|successfully) such articles|the specific time period |

| |specific time period | |as they were in the | |

| | | |specific time period | |

|Use |The student uses the |The student uses the |The student uses the props |The student does not use |

| |props effectively to |props well to improve |to some degree but they do |the props at all/or well |

| |improve their role play |their role play and oral|not necessarily improve |and they do not improve |

| |and oral presentation |presentation |their role play and oral |the role play and oral |

| | | |presentation |presentation. |

Total score: /10 = %

Biography Rubric – Paper Doll and Write Up

[pic]Name:____________________ Block:______ Teacher: __________________ Subject of Biography:__________________

Exceeds Expectations - Knowledge Content – Paper Doll - 35 Points

Knows the character/topic really well using the following headings to organize information:

• Early Life (heritage, parents, education, training, influence)

• Character Traits – Physical and Personality (what did this character/person look like according to the art of the time? List characteristics, quirks, traits: How do others in that time perceive this character/person)

• Significant Events (What motivated this character/person to succeed or improve or just get up in the morning?)

• Contributions (life achievements and impact on others, what do we understand better because of this character/person?)

• Many (many) interesting details

• Names of people or places referenced in the readings about character/person

• Quotes about character/person

Fact Finding Resources:

For the purpose of this task you are restricted to gathering information only from the following approved sources:

Books from the library (school or public- print or e-book

Biography In Context – School Database

Sources (school and internet) from Walk Through Time Pathfinder

Works Cited: MLA Starter Noodle Tools – 5 points

Choose a maximum of 6 sources from the list above and create a Works Cited list. Lists with sources that are not from the approved list will be graded according to quality, credibility and authorship.

Share your bibliography in the Noodle Tools Dropbox:

SS8 WTT Kanavos

SS8AP WTT Kanavos

SS8 WTT Baines

SS8 WTT Stacey

SS8 WTT Mclaughlin

SS8 WTT French

Page 1 Doll goes here

Page 2 -- Under each sub-heading enter information in point form and in your own words….

Early Life (heritage, parents, education, training, influence)

Character Traits – Physical and Personality (what did this character/person look like according to the art of the time? List characteristics, quirks, traits: How do others in that time perceive this character/person)

Significant Events (What motivated this character/person to succeed or improve or just get up in the morning?)

Contributions (life achievements and impact on others, what do we understand better because of this character/person?)

Many (many) interesting details

Names of people or places referenced in the readings about character/person

Quotes about character/person/occupation

Name: Date: Blk:

Look who I found on Facebook!

Socials Studies 8: Walk Through Time

Using the folder provided, you will create two and one-half 2 ½ ) Facebook pages for the character or person assigned to you.

The purpose of this assignment is to demonstrate an understanding of the life and time of the character/person you have been assigned. In the gathering of information learn how the different characters/people of the time interacted with one another. At the end of the unit, you will have all your notes and in class worksheets.

What to Include (*’d items are optional/suggestions):

← Profile picture of your character – this picture can be hand drawn or cut out of a magazine. Mark value will depend on how closely your profile picture represents the actual character traits

← Basic Information:

o Interested in: male or female

o Sex: male or female

o Relationship status:

o Network:

← Contact Information:

o Address:

o Screen Name:

o Email:

o Facebook:

o Work:

o Philosophy:

← Sports*:

← Arts and Entertainment:

o Movies:

o TV:

o Song/Music:

o Book:

← Activities and Interests:

The Wall (1st page of Profile):

The Wall should focus on the character/person assigned. This is not to say that you cannot reference or include other characters or stories. The News Feed should focus on a minimum of three (3) events, stories, you’ve read as well as inferences you make while learning. Again, you are not restricted – this is YOUR assignment – own it!

*Refer to the class example of Vlad the Impaler*

← Profile picture (hand drawn or database image)

← Name/occupation of character or person

← Basic information: birthday, hometown, relationship status, special powers/abilities

← 4-6 “Friends” and/or “Family”

← 6-8 significant “posts” – these can be status updates, wall posts, comments, events, groups, likes etc. They should be significant and demonstrate knowledge and comprehension of the character and time period. **Remember, the MOST RECENT update should be at the top – just like Facebook**

The News Feed (2nd page of Profile):

← Profile picture (hand drawn or database image)

← Name/occupation of character or person

← 6-8 significant “posts” – these can be status updates, wall posts, comments, events, groups, likes etc. They should be significant and demonstrate knowledge and comprehension of 3 events or stories you read

**Remember, the MOST RECENT update should be at the top – just like Facebook**

BE CREATIVE!

The wall posts should be in full, complete sentences and avoid “texting” language. Colloquial/everyday languages is ok, but keep it PG– this is Facebook, but it’s also a school project.

Read the rubric carefully. All material should be correct and informative. You may have to infer from the readings to fill in certain sections.

You are encouraged to be creative and have fun with this – the possibilities are endless!

There will be class time dedicated to gathering preliminary information and creating the pages. Use the time wisely! All of the information you will need will come from the information sources suggested, Additional sources are NOT required.

English 8: Walk Through Time Facebook Profile Rubric

| |LEVEL 1 (0-35%) |LEVEL 2 (35-50%) |LEVEL 3 (50-70%) |LEVEL 4 (70-85%) |LEVEL 5 (85-100%) |

|Required Elements |The folder is missing |The folder includes most |All but 1-2 of the required |The folder includes all|The folder includes all|

|½ page |many of the required |of the required elements,|elements are included on the |of the required |required elements, as |

|Wall |elements. |but 2-4 are missing. |folder. |elements. |well as additional |

|News Feed | | | | |information and/or |

|(10 marks) | | | | |features. |

|Grammar, Mechanics |There are numerous |There are many minor |There are few minor grammatical |There are 1-2 minor |There are no |

|and Language |significant grammar |grammatical and/or |and/or spelling errors on the |grammatical and/or |grammatical and/or |

| |and/or spelling |spelling mistakes on the |folder, but they do not distract |spelling errors on the |spelling mistakes on |

| |mistakes on the folder,|folder or 1-2 very large |from the meaning. As well, |folder. As well, |the folder. Language is|

| |making the content |mistakes. As well, |language is mildly inappropriate. |language is |appropriate and |

| |difficult to read |language is | |appropriate. |creative. |

|(10 marks) |and/or understand. As |inappropriate. | | | |

| |well, the language is | | | | |

| |extremely | | | | |

| |inappropriate. | | | | |

|Presentation and |The profile is |The profile is messy |The profile is attractive, however|The profile is |The profile is |

|Attractiveness |difficult to read |and/or its poor |a few instants of minor |attractive in terms of |exceptionally |

| |and/or very poorly |layout/organization is |messiness/disorganization. |design, layout and |attractive in terms of |

| |designed and organized.|distracting. | |neatness. |design, layout and |

|(5 marks) | | | | |neatness. |

|Status Updates |The status updates are |Most of the status |Some status updates are vague or |All status updates are |All status updates are |

|Wall |irrelevant. They do not|updates are vague or do |do not clearly illustrate an |informative and |informative and |

|News Feed |illustrate an |not clearly illustrate an|understanding of the |demonstrate a clear, |creative. They |

| |understanding of the |understanding of the |character/person and time period. |solid understanding, |demonstrate a clear, |

| |character/person and |character/person and time| |and thoughtful analysis|solid understanding, |

| |time period. |period. | |of the character/person|thoughtful analysis, |

| | | | |and time period. |and logical inferences |

| | | | | |about the |

| | | | | |character/person and |

| | |(6-8 posts) |(8-12 posts) |(12-16) |time period. |

|(15 marks) | | | | |(12-16 posts) |

|Pictures |The pictures |Most of the profile |Some of the profile pictures are |All profile pictures |All profile pictures, |

|(5 marks) |created/used do not |pictures are irrelevant |relevant, but do not illustrate an|are relevant and |icons and artwork are |

| |illustrate an |and do not illustrate an |understanding of character traits |appropriate and |relevant and |

| |understanding of the |understanding of the | |illustrate an |appropriate and |

| |characters and their |characters and their | |understanding of |illustrate an |

| |traits |traits | |character traits |understanding of |

| | | | | |character traits. |

|Character |The ½ page is not |The ½ page is mostly |The ½ page is almost complete. |The ½ page is complete |The ½ page is complete,|

|Information |compete. There are many|complete. There are 3-4 |There are 1-2 components missing |and all of the |all of the components |

|½ page |components missing (5+)|components missing | |components are included|are included and goes |

|(5 marks) | | | | |beyond the guidelines |

TOTAL: /20% Comments:

-----------------------

[pic]

[pic]

Over the next 9 school weeks you will be working in the class, the library, and at home to prepare for the Social Studies department’s annual Walk Through Time extravaganza. This is an event that will take place on Tuesday April 17 during the school day and in the early evening. The aim of the event is for students to assume the role of a historical character in a particular time period. Preparation for this event will involve you researching your character, researching the time period, creating a character profile via a facebook profile poster, a biography paper doll write up, creating a costume and a prop, acting in a skit with other characters, as well as helping to develop the decorations for your time period. The school will be divided into different time periods: The Medieval Village; The Knights’ Tournament Ground; Renaissance Italy; The Royal Palace; Reformer’s Court. On the day students will be acting out their role and performing their skits in their particular time period. Our guests, parents, teachers and students will be invited to Walk Through Time and experience a realistic, energetic and exciting taste of your Social Studies 8 curriculum.

[pic]

[pic]

[pic]

[pic]

DUE:

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download