Name: __________________ Date: _________________________

Stop Animation

10EGB – You Say You Want a Revolution

Interdisciplinary Unit

Individuals and Societies and English A&B

Summative Assignment

Through a short Stop-Animation movie along with a Narrative script you and a partner will demonstrate your understanding of the causes, courses and lasting impact of revolutions around the world and throughout time.

You and a partner will chose one revolution from history and portray a cause and effect (locally or globally) through your video and Narrative script.

Please use all the templates, timelines and details below in order to complete this project. It is going to be very time consuming, but worth it!

What we´re looking for!Individuals and Societies English

Justification:Choose 1 of the 7 causes for a revolution and write a 2 paragraph justification fully explaining why this is the primary cause of your revolution.

Video will portray at least one cause and one effect (globally or locally) of your revolution.

At least 2 minutes of animation and 2 minutes information (historical narrative script). Minimum time = 4 minutes

Historically accurate representation of your cause and effect.

Minimum 3 MLA citations to

Narrative historical fiction script will creatively portray at least one cause and effect of your revolution; 650-1000 words (script may be abridged for video).

Your narrative script is required to include the following: conflict; plot sequence; setting; characterization; historical accuracy

Optional to enhance your scripts using the following: tone; mood; imagery; similes; metaphors; allusion;

MLA bibliography with at least 5 sources on your revolution

Name: __________________ Date: _________________________

be included in your 2 paragraph justification (varied).

You project must be uploaded to the following folder on the CAE Network (Archivos/Estudiantes/10EgbProyectos/ Revolution Animations)

Projected Timeline

Summative: Stop Animation

Monday May 13th – 18th:Individuals and Societies

Plan: 2 paragraph justification and start collecting MLA sourcesComplete: Storyboard, Character sketch, set design

EnglishHand In: Rough Copy of narrative script

Monday May 20th - 23th :Individuals and Societies

EnglishSet design and character creation

Photo Shoots begin (160min)

Monday May 27th – 31st :Individuals and Societies

EnglishEditing, reshoot, final product

Monday June 3rd:Individuals and Societies

EnglishLights, Camera, Action!

Hand in: Individuals and Societies 2 paragraph justification

Planning Process:

Name: __________________ Date: _________________________

Part I: Planning Process

Part II: Editing Process

Part III: Final Product

Brainstorm: What revolution do you want to use? What causes and effects do you already know? Where will you find more information? What will your characters be like? How will your story be a Historical Narrative while portraying a cause and effect of a revolution?StoryboardYou must create a 6 panel storyboard demonstrating the essential details of your movie. You may not hand in more than 6 panels (this is because you need to focus on the details of your presentation).Planning your setYou must sketch a single set for your movie. Please include a key to describe the materials and details you will include.

You will have class time to shoot and time to work out the details in the computer room using MovieMaker.After the first editing process, you may need to make adjustments and a re-shoot may be necessary.

Present your final product to the class!

Name: __________________ Date: _________________________

Individuals and Societies7 Causes of a Revolution Justification

Directions: One of the most important concepts we have been studying in our unit, and one that we have talked about time and time again, is cause and effect. We have been trying to show how all revolutions originate from the same 7 causes. We would like you write a 2 paragraph justification that details which of these 7 causes best explains the outbreak of the revolution you have chosen to portray in your animation. Your justification should include:

A brief explanation in your own words of the cause of revolution you have selected. What does it mean?

A detailed explanation of how the conditions which existed before the revolution broke out fit into your selected cause and how they are examples of this cause of a revolution.

Name: __________________ Date: _________________________

At least 3 MLA citations that show you have fully researched the causes of this revolution. Please note, in addition to the MLA citations you will write at the end of the document, we would like you to also cite in the text of the justification as well (Ie: According to Joe Brown in his article Why the Cuban Revolution matters, we can see that specific factors existed in Cuba that make economic hardship the primary cause of this revolution)

Due Date: A typed copy of your justification will be due the same day as the animation video, June 3rd, 2013.

Stop Motion Animation (Suggested Directions)

In this project you will create a 1-2 minute stop motion animation film with a partner. Here’s how…

Step 1: Form partners and discuss/explore the theme. Brainstorm ideas for a short sequence that engages the theme in some way. Be creative!!

Name: __________________ Date: _________________________

Step 2: Create a story board. Draw 6 frames on paper (like a comic) and make simple drawings of the main actions in the story.

Step 3: Character Development and props. Consider what you want your characters to look like and what other props or objects you will need? Make sketches. Remember that you will need to sculpt them with plasticine so keep them relatively simple. You may want to bring objects from home to work as props or characters. When your characters are planned you will sculpt them out of plasticine. Be sure they can stand on their own without tipping!

Step 4: Create a set. Think about where your movie takes place and what kind of “backdrop” you will need to show that. You may use a maximum of 2 scenes. Plan your scene by drawing a sketch, then draw and paint it on poster board.

Organize your set so it’s ready for shooting.

Step 5: Practice film session. Connect your camera to a tripod and place it in front of the set. Check that you can view the entire frame, and make sure the camera is secure and will not move when you take a picture. Begin animating by moving the figure bit by bit in VERY SMALL increments, taking pictures with each tiny movement. You will need to take about 10 photos to create a second of animation. The more photos, the smoother the animation will be.

Step 6: Movie Maker tutorial. We will use our test movies to learn how to use movie maker and reflect on our successes and areas for improvement.

Step 7: Shoot the animation. Now you are ready for the real thing! Follow Step 5 and apply what you learned from last class to make an awesome animation.

Step 8: Edit film with Movie maker. Add titles, credits and transitions. The final results will be posted on a class blog.

Rubrics

English: Criterion A and C

Name: __________________ Date: _________________________

Criterion A: Integrating Learning • Demonstrate/show understanding of disciplinary perspectives to address an issue • Synthesize disciplinary knowledge and skills to achieve interdisciplinary understanding

Achievement level

Level descriptor

0 Student does not reach standards described below1–2 • Demonstrates/shows limited understanding of causes and effects

of her/his revolution; demonstrates/shows limited understanding of employing literary features in the historical fiction script• Identifies superficial connections between causes and effects of her/his revolution and how to apply her/his knowledge creatively through the required elements of creative writing

3–4 • Demonstrates/shows adequate understanding of causes and effects of her/his revolution; demonstrates/shows adequate understanding of employing literary features in the historical fiction script• Describes adequate connections between causes and effects of her/his revolution and how to apply her/his knowledge creatively through the required elements of creative writing

5–6 • Demonstrates substantial understanding of causes and effects of her/his revolution; demonstrates/shows substantial understanding of employing literary features in the historical fiction script• Demonstrates/shows good connections between causes and effects of her/his revolution and how to apply her/his knowledge creatively through the required elements of creative writing

7–8 • Demonstrates /shows thorough of causes and effects of her/his revolution; demonstrates/shows excellent understanding of employing literary features in the historical fiction script• Impressively Synthesizes connections between causes and effects of her/his revolution and how to apply her/his knowledge creatively through the required elements of creative writing

9 C Communicating Maximum: 8

At the end of the course, students should be able to: I. Write script and in an organised way taking into consideration audience and purpose

Achievement level

Level descriptor

0 Student does not reach standards described below1–2 The student writes script with limited success

3-4 • The student writes script in an organized way, but the purpose/audience is not always clear

Name: __________________ Date: _________________________

5-6 • The student writes script clearly and/or in an organised way taking into consideration audience or purpose

7-8 • The student writes script clearly and in an organised way taking into consideration audience and purpose

Individuals and Societies Criterion B and D

Criterion B: Learning in Context ( engaging )

Individuals and Societies

Maximum 8

Students should:

II: Suggest possible solutions and/or take principled action, justifying the choices made.

Achievement level

Descriptor

0 Student does not reach a standard described by any of the descriptors below.

1-2 The Student: Suggests some solutions and/or take principled action: (Student

´s portrayal of their revolution has no historical grounding. The justification is incomplete and little attempt is made to explain the cause and effect of the revolution. An attempted focus on at least one cause and effect is moderately evident in the video and justification.

Basic justification of the choices made. Student evaluation of 1 of the 7 causes is incomplete with no historical connections and little effort is made to provide support through sources (less than 3).

3-4 The Student: Suggests possible solutions and/or take principled action:

(Student´s portrayal of their revolution is mostly historically accurate but the justification is lacking in focus and explanation of selected cause and effect. An attempted focus on at least one cause and effect is partially evident in the video and justification.

Partially justifying the choices made. Student evaluation of 1 of the 7 causes is commendable with simple historical connections and little effort is made to provide support through sources (less than 3).

5-6 The Student: Suggests possible solutions and/or take principled action:

(Student´s portrayal of their revolution is historically accurate and well developed. An acceptable focus on at least one cause and effect is clearly evident in their video and justification.

Justifying the choices made. Student evaluation of 1 of the 7

Name: __________________ Date: _________________________

causes is historically accurate and supported through a variety of sources (minimum 3).

7-8 The Student: Suggests possible solutions and/or take principled action:

(Student´s portrayal of their revolution is historically accurate and expertly developed. An excellent focus on at least one cause and effect is clearly evident in their video and justification.

Justifying the choices made. Student evaluation of 1 of the 7 causes is detailed, historically accurate and supported through a variety of sources (minimum 3).

Criterion D: Reflecting

Individuals and Societies

Maximum 8

Students should:

II: Reflect upon the interdisciplinary learning process

Achievement Level

Descriptor

0 Student does not reach a standard described by any of the descriptors below.

1-2 The Student:Demonstrates limited reflection upon the interdisciplinary learning process. Student states the limitations and benefits of the contribution of disciplines in a limited way (less than 3 examples provided). Provides a limited reflection of the interdisciplinary learning process (identifies less than 2 strengths and 2 weakness of from process). In a limited way states the degree of applicability of interdisciplinary understanding to different situations (real-life connections are not evident).

3-4 The Student:Demonstrates satisfactory reflection upon the interdisciplinary learning process. Student states the limitations and benefits of the contribution of disciplines in an adequate way (less than 3 examples provided). Provides a satisfactory reflection of the interdisciplinary learning process (identifies less than 2 strengths and 2 weakness of from process). Describes the degree of applicability of interdisciplinary understanding to different situations (real-life connections are not evident).

5-6 The Student:Reflects substantially upon the interdisciplinary learning process. Student describes the limitations and benefits of the contribution of disciplines in a substantial way (minimum of 3 examples provided). Provides a reflection of the interdisciplinary learning process (identifies at least 2 strengths and 2 weakness of from process). Explains the degree of applicability of interdisciplinary understanding to different situations (makes at least one connection to real-life situations).

7-8 The Student:Reflects thoroughly upon the interdisciplinary learning process.

Name: __________________ Date: _________________________

Student clearly explains the limitations and benefits of the contribution of disciplines in a detailed way (minimum of 3 examples provided). Provides a detailed reflection of the interdisciplinary learning process (identifies at least 2 strengths and 2 weakness of from process). Explains in a detailed way the degree of applicability of interdisciplinary understanding to different situations (makes at least one connection to real-life situations).