historical facebook lesson plan

1. Aaron Carn
ST. JOHNS COUNTY SCHOOL DISTRICT
HISTORICAL FACEBOOK LESSON

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. 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. 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. 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. 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. 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.