Historical Voices Adventure: Day in a Historical Life
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.What might a day in the life of TWO influential historical figures look like based on their impact on society or the environment, and how society influenced their work.Essential Questions
Supporting questions that break down major concepts.- Who are the TWO historical figures that you can research?
- What was the historical figures' contribution to society?
- Why did you choose to research these historical figures?
- What can we learn from historical figures by exploring a day in their life?
- How does understanding historical figures help us understand past social contexts?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will demonstrate the ability to recognize the intent of historical texts to provide factual information or persuasion.
- Students will be able to understand and express different points of view present in historical texts.
- Students will exploit text structures to enhance comprehension, including identifying contrasting arguments, problem-solution, and cause-effect relationships.
- Students will effectively write a report or essay on a historical figure, presenting advantages, disadvantages, and a clear position.
- Students will develop skills to paraphrase and integrate information from multiple historical sources with accuracy.
CEFR B1
Entry Events
Events that will be used to introduce the project to studentsTime Traveler WhatsApp Message
Students receive a mysterious WhatsApp message from a historical figure inviting them to experience a day in their shoes. This invitation includes intriguing clues about daily life, challenges faced, and societal norms of the time period, sparking curiosity about historical contexts and motivating students to explore further.Historical Figure's Diary Discovery
Students find a lost diary that details a week in the life of an important historical figure, including personal thoughts on significant events. The diary entries serve as a springboard for discussions on historical perspectives, environmental influence, and societal impacts, inviting diverse interpretations and questions.Historical Time Capsule Analysis
A time capsule from a historical period is "discovered" in class, filled with objects and documents that challenge students to piece together a typical day in the life of a historical figure. The analysis of these items provides multiple pathways for investigation and encourages critical thinking about the broader historical context.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Learn About Your Historical Figure and Explore Their Lives
This activity encourages students to dive deeper into their chosen historical figure's life, examining key events, personal experiences, and societal context. Students will explore various sources, including primary documents, to build a holistic understanding of the figure's contributions and environment.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective journal entry that connects personal insights from the historical figure's life to broader social and historical contexts.Alignment
How this activity aligns with the learning objectives & standardsSupports CEFR.B1 by encouraging exploration of text structures and perspectives.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioHistorical Voices Portfolio Rubric
Content Understanding
Assessing students' understanding of historical texts and figures, including their ability to grasp factual information and different viewpoints.Recognition of Intent
Ability to identify whether the text provides factual information or persuasion.
Exemplary
4 PointsDemonstrates a sophisticated understanding by clearly distinguishing between informational and persuasive intents in multiple texts with examples.
Proficient
3 PointsAccurately distinguishes between informational and persuasive intents in most texts with some examples.
Developing
2 PointsIdentifies informational or persuasive intents inconsistently, with few examples.
Beginning
1 PointsStruggles to identify whether texts are informational or persuasive, needs support.
Understanding of Multiple Perspectives
The ability to recognize and interpret different viewpoints and implied points of view within historical texts.
Exemplary
4 PointsDemonstrates an exceptional understanding by articulating multiple perspectives and the nuances of implied viewpoints with supporting evidence.
Proficient
3 PointsShows a clear understanding of multiple perspectives and recognizes some nuances of implied viewpoints.
Developing
2 PointsAcknowledges multiple perspectives but struggles with recognizing nuanced differences in implied viewpoints.
Beginning
1 PointsShows minimal awareness of multiple perspectives or implied viewpoints, requires significant support.
Text Structure Analysis
Ability to analyze and use text structures for comprehension.
Exemplary
4 PointsExcellently identifies and utilizes various text structures, such as contrasting arguments and cause-effect relationships, to enhance understanding.
Proficient
3 PointsEffectively identifies and uses most text structures to comprehend content.
Developing
2 PointsIdentifies text structures inconsistently and shows some difficulties in using them for understanding.
Beginning
1 PointsStruggles with identifying and using text structures, requires guidance and support.
Research and Analysis
Evaluates students' ability to conduct thorough research and analyze information from various sources, synthesizing insights effectively.Research Skills
Competence in selecting and integrating information from primary and secondary historical sources.
Exemplary
4 PointsSkillfully selects, evaluates, and integrates comprehensive data from multiple historical sources, demonstrating depth and accuracy.
Proficient
3 PointsSelects and integrates relevant information from historical sources effectively with accuracy.
Developing
2 PointsDemonstrates inconsistent ability in selecting and synthesizing information from historical sources; some inaccuracies noted.
Beginning
1 PointsStruggles to select and integrate information from sources; frequent inaccuracies require support.
Synthesis of Information
Ability to paraphrase and synthesize information from multiple sources with accuracy of language and content.
Exemplary
4 PointsEmploys advanced paraphrasing and synthesis to integrate information from varied sources harmoniously and with linguistic precision.
Proficient
3 PointsParaphrases and synthesizes information effectively from multiple sources, maintaining most accuracy of language and content.
Developing
2 PointsShows limited ability to paraphrase and synthesize information from sources; noticeable errors in language and content accuracy.
Beginning
1 PointsMinimal paraphrasing ability, struggles with synthesis; substantial inaccuracies in expression and content.
Writing and Expression
Assesses the clarity, organization, and expression of students' written reflections or essays on historical figures.Clarity and Organization
Organization of thoughts and clarity in conveying ideas through writing.
Exemplary
4 PointsPresents ideas with exceptional clarity, logical flow, and coherence, using structured paragraphs and supporting details.
Proficient
3 PointsPresents ideas clearly with logical organization and coherence in most parts.
Developing
2 PointsConveys ideas with some clarity, showing attempts at organization but with lapses in coherence.
Beginning
1 PointsIdeas are presented unclearly with little organization, resulting in confusion.
Expression and Justification
Ability to express opinions and justify positions in written form with appropriate evidence.
Exemplary
4 PointsExpresses opinions compellingly with robust justification and relevant, concrete evidence.
Proficient
3 PointsExpresses opinions clearly with sound justification and appropriate evidence.
Developing
2 PointsOpinions are expressed with some justification, but evidence and reasoning are weak or incomplete.
Beginning
1 PointsExpresses opinions with minimal justification and little to no evidence, needing substantial support.