Performance Task Title: Change in Southwest Asia (Middle East) and what it means to

the origins of 9/11: an editorial

Grade: 7
Designer: Judy Marsh
Performance Task Annotation: Students will judge the importance of the United States
of Americas involvement in S.W. Asia, in terms of the Persian Gulf Conflict, and the
invasions of Afghanistan and Iraq, by investigating the scope of USAs involvement in
other Hot-Spots of the world today in a video editorial made on iMovie or another
software program that creates videos. The videos will be uploaded to our class Weebly
website.
Subject(s): Social Studies and English
Approximate Duration of Performance Task: 5 days
Focus Standards:
SS7H2 The student will analyze continuity and change in Southwest Asia (Middle
East) leading to the 21st century.
d. Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict
and invasions of Afghanistan and Iraq.
CCSS.ELA-Literacy.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above.)
CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and
cite sources as well as to interact and collaborate with others, including linking to and
citing sources.
National Standards (MUST include ISTE NETS Standards e.g., NETS-S, NETS-T,
NETS-A); include other national standards as deemed relevant)
National Standards (NETS):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.

Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
Description and Teacher Directions
Introduction: The teacher will ask the students if they know what an editorial
is. Hopefully many students will know what an editorial is, and after the students
respond, the teacher, for reinforcement, will show what a video editorial looks like by
having the students view this clip http://youtu.be/R5xqYeTQLTU
Step 1 The teacher will explain to the students that they will be creating a video
editorial in which they will address their belief of how the United States involvement in
the Middle East fueled the attacks on 9/11.
Step 2 The teacher will address the events of 9/11 and show five YouTube short clips
(videos) to help students get a basic understanding of 9/11.
Step 3 The teacher will ask the students to investigate Islam, Pakistan, Iraq, Bin Laden,
Al Qaeda, Afghanistan, and Saudi Arabia and explore the scope of involvement by the
United States. Adapt as current events warrant.
a. The teacher may need to direct students on what to look for when
investigating the events prior to 9/11, such as:
Where are the countries located?
Where was Bin Laden born?

Where did Bin Laden live?

What events occurred in the countries that may have influenced Bin Laden?
What is considered the home of Al Qaeda?
How does Al Qaeda feel about the United States?
How was technology used to develop the attacks of 9/11?
b. What danger(s) does Al Qaeda and the above countries pose to the USA and it
allies? What could the USA benefit by involving itself in the areas? Would be
of the interest of the USA to get involved deeply in the areas?
Step 4 Students will use the Internet to gather more information about their topic if
necessary. They should make sure to use the specific web to support their theory.
Step 5 - The students will write out their editorial on MS Word. It is important that they
emulate the video example of Andy Rooney in which they will verbally express their
theory on why the United States was attacked on 9/11. Students will exchange editorials
with a peer for review and then submit to the teacher for approval.
Step 6 As soon as the student feels confident enough to proceed to producing his or her
video editorial, he or she will create their digital editorial using iMovie. Guildelines:
a. Students will keep all digital editorials between 2 and 3 minutes.
b. Their digital editorial must have a newsy opening and closing
c.

Students will import pictures that correlate with the text of their editorial.

d. Once pictures have been arranged in a logical order, students will record
themselves reading their editorial.
All editorials will be played for the rest of the class.
Rubric Title: Digital Editorial: change in Southwest Asia (Middle East) and what it
means to the origins of 9/11
Rubric Description: The purpose of the rubric is to give students clear feedback on
individual parts of the learning tasks and to assess the project. The rubric for this activity
is an Analytic Rubric. It has four rating points, and each descriptor is observable and
measurable. The language for each descriptor is parallel and consistent.

Rubric or Other Performance Evaluation Tool (Digital Rubric)

Rubric for Digital Editorial: change in Southwest Asia (Middle East) and what it
means to the origins of 9/11
Criteria

Beginning
1 point

Developing
2 points

Accomplished
3 points

Exemplary
4 points

Content
Quality

The content
lacks a central
theme, clear
point of view
and logical
sequence of
information.

The content
does not
present a
clearly stated
theme, is
vague, and
some of the
supporting
information
does not seem
to fit the main
idea.

The content is
presented as a
connected
theme with
accurate,
current
supporting
information that
contributes to
understanding
the project's
main idea.

The content
includes a clear
statement of
purpose or theme
and is creative,
compelling and
clearly written.

Synthesizing

It was evident
from the
performance of
the student in
their digital
editorial that they
had little
understanding of
the information
they researched
and how it all
tied together with
the main topic,
OR the student
never did the
project.
The video
features talking
heads with little
or not action to
add interest.

It was evident
from the
performance of
the student in
their digital
editorial that
they had a fair
understanding of
the information
they researched,
but it did not
seem that they
fully saw the
connection with
the main topic.

It was evident
from the
performance of
the student in
their digital
editorial that they
had a good
understanding of
the information
they researched
and how it all tied
together with the
main topic.

It was evident from

the performance of
the student in their
digital editorial that
they had a firm
understanding of the
information they
researched and how
it all tied together
with the main topic.

The video
includes some
talking heads
with some video
effects and
background.

Background and
video effects add
interest. Most of
the scenes make
the story clearer.

The tape is
unedited and
many poor
shots remain.
No transitions
between clips
are used. Raw
clips run back
to back in the
final video.

The tape is
edited in few
spots. Several
poor shots
remain.
Transitions
from shot to
shot are
choppy, and
the types of
wipes and

The tape is
edited
throughout with
only quality
shots remaining.
A variety of
transitions are
used. Good
pacing and
timing.

Motion scenes are

planned and
purposeful, adding
interest. Talking
head scenes only
when crucial to
telling the story.
The tape is edited
with only high
quality shots
remaining. Video
moves smoothly
from shot to shot.
A variety of
transitions are
used to assist in
communicating
the main idea and

Images

Video
Production

Total
points

fades selected
are not always
appropriate for
the scene.
There are many
unnatural
breaks and/or
early cuts.

Due Date

The students
digital project
was late and not
fully completed,
OR the student
never turned in
the project.

The students
digital project
was late and not
fully completed.

smooth the flow

from one scene to
the next. Shots
and scenes flow
seamlessly. Digital
effects are used
appropriately for
emphasis.
The students
digital project was
late but fully
completed.

The students digital

commentary was
handed in on or
before the due date.

Student name:_________________________________

Date assigned:____________

Class:________________________________________

Date presented:___________

Teacher Comments: _______________________________________________________

Example of Student Work with Teacher Commentary (Insert one example of what
you would expect a student to submit.)
Storyboard/Student Script: Judy Marsh: How things have changed editorial video
Click or copy and paste the link below to view editorial:
https://drive.google.com/file/d/0Bz6RxLM3eEBDdUJtNl9WMjBLYzg/view?usp=sharing

1. Marsh on screen
Hi, Im Judy Marsh and Ive been thinking security at airports and the events of 9/11 that
changed our lives. Many of you do not remember what it was like going through our
airports.
2. Marsh audio
Prior to Sept 11, 2001 we did not go through security. Our families could walk us to the
gate. I dont even remember walking through a security gates or even being scanned. It
was easy and fun to fly.
3. Marsh audio
Did you know that all 19 hijackers were in the US on legal visas?
4. Marsh audio
My point is, we all live in this world together. Our differences are what makes the United
States wonderful. Lets celebrate each others culture, religion and race.
5. Marsh audio
In 1991 Rodney King was severely beaten by Los Angeles police. The beating was
caught on video and caused riots in the streets after the four policemen were acquitted.

Even after his severe and public beating, he was calm and dignified.
6. Marsh on screen
His message resonates with me as I think about how the attacks of 9/11 have changed not
only the United States, but the world we live in.
Like Rodney King said, Can we all just get along? For the kids and old people.
Teacher Commentary: Script is well organized and written. Photographs go well with
verbiage. There were a few gaps in timing and the Rodney King piece could have had
more definition so that the transition was smoother. More enthusiasm like Andy Rooney
would have been good, also your image was dark because of poor lighting. Your video is
under two minutes and I like the way you presented your editorial. Your editorial was
your position, you had facts to support your position, and you posed a solution. Good job
for having done the video alone.
Materials and Equipment: Internet, online primary and general resources (websites),
iPads and Mac laptops.
What 21st Century Technology was used in this performance task? iPads, MacAir
computers, iMovie, Quicktime, Internet, Video, Web sites, Image files
Differentiated Instruction (Readiness, Learning Profile, and Student Interests)
Many of our students are not computer savvy and do not have adequate keyboarding
skills or the knowledge to navigate the Internet. Students will be grouped high/low so that
students who have competent computer skills can help their peers. Additional teacher
direction will be provided as required.
Additionally, consideration has been made for our students who need accommodation.
For our English Language Learners the students will use Google translate to translate a
page into their language. For students who need information read to them I will record
the directions and embed the recording in the website. Also, a student may make the print
larger on the screen by enlarging the text.
Web Resources (if used in the instruction and/or assessment):
YouTube Videos
http://www.cbsnews.com/video/watch/?id=4752356n
https://www.youtube.com/watch?v=xfSQLMIRld0
https://www.youtube.com/watch?v=9nYDdAFjXYs
https://www.youtube.com/watch?v=v5iKFSsHiNU
https://www.youtube.com/watch?v=Xaj9TKNnh4c
Primary Resources
9/11 Primary Resources
Osama bin Ladens Declaration of Jihad against AmericansOsama
Bin Laden's 1998 Fatwa

REMARKS BY THE PRESIDENT GEORGE W. BUSH AFTER TWO PLANES

CRASH INTO WORLD TRADE CENTERREMARKS BY THE PRESIDENT
GEORGE W. BUSH UPON ARRIVAL AT BARKSDALE AIR FORCE BASE
Authorization for Use of Military Force
General Resources
GALILEO (get password from Ms. Marsh)
CIA World Factbook
Factmonster
Biographies
Instagrok
morgueFile.com
Pics4Learning
Purdue Owl Writing Lab
KidsBibToolkit
EasyBib
In addition to the components listed above, describe the following:
Setting -- Describe the setting for the instruction and assessment (e.g., geographic
location, physical features of classroom/media center/activity center). Large media
center that can accommodate up to 90 students with Promethean Board, wireless internet,
and windows that provide a great deal of day light.
Learners -- Describe the characteristics of the students, such as age, gender,
race/ethnicity, exceptionalities (disability and giftedness), developmental levels,
culture, language, interests, learning styles or skill levels.
Sutton is a middle school in the Atlanta Public School system serving approximately
1,400 students in grades 6-8. Sutton Middle School is a Title I School. The Sutton
community is rich in diversity, which includes students with special needs.
The students participating in this project are 7th grade male and female students, and are
12 13 years old. Suttons ethnic diversity is as follows: 42% White, 27% African
American, 24% Hispanic, 3% Asian, and 3% Other. The lesson will be taught with a
general education teacher, as well as with an English Language Learner teacher to assist
our Hispanic students. There are no gifted students in any of the five classes, however,
there are several students who will need additional time and assistance with the project.
Our students enjoy using the computer equipment we have in the building, and are
proficient users of technology. Online projects and movie making, especially movies of
themselves, is a positive way of getting the students involved and thinking critically. The
students know how to use an iPad and Mac, however, iMovie instruction will be provided
for those who do not know how to use iPad iMovie.

References
Bright, S., Owens, T., & Smith, L. (2001, March 21). Are We On Solid Ground?
Retrieved February 5, 2015, from
http://ed.fnal.gov/lincon/w01/projects/earthquakes/videorubric.htm
9/11 Anniversary: Behind the 19 Hijackers. (n.d.). Retrieved February 6, 2015, from
https://www.youtube.com/watch?v=r7ZFMiXP1PM
(n.d.). Retrieved February 6, 2015, from http://media-1.web.britannica.com/ebmedia/25/74225-004-884D2BF5.jpg
(n.d.). Retrieved February 6, 2015, from http://johngaltfla.com/wordpress/wpcontent/uploads/2012/06/RODNEY_KING.jpg
Reporter, D. (2012, December 11). World Trade Center's $10 million antenna finally
arrives in New York after 1,500-mile journey. Retrieved February 6, 2015, from
http://www.dailymail.co.uk/news/article-2246631/World-Trade-Centers-10million-antenna-finally-arrives-New-York-1-500-mile-journey.html
Rodney King dead at 47 - CNN.com. (2012, June 18). Retrieved February 6, 2015, from
http://www.cnn.com/2012/06/17/us/obit-rodney-king/index.html
Wishney, L. (n.d.). Airport Security vs. Civil Liberties. Retrieved February 5, 2015, from
http://www.911memorial.org/sites/all/files/HI_Security vs Civil Liberties_1.pdf
Yoder, D. (2015, January 1). Digital Editorial: What does it take for the USA to get
involved? Retrieved February 5, 2015, from
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder