Click here to view my grading rubric for my third digital story http://docs.google.com/View?id=dcsxzrt7_29mtsqjff4.

Haiti digital story

Terrified people all around. There was screaming, crying, and the death of many people. When the earthquake hit I knew something bad was about to take place. I then saw buildings collapse one after the other and I was in shock. Why was this destruction happening? The building I was in had collapsed, I saw the ceiling falling and quickly ran for cover. I was safe in a corner but I was trapped from the debree that had fallen. I was one of the lucky ones that was able to survive and was left with only some cuts and bruises. When i was rescued from the people helping I went out to see if I could find my family. I knew I wasn't going to be able to find them because of all the people who were lost. The destruction that took place was hard to believe. There was nothing but remains from buildings and people who lost their lives in this event. I felt all alone, as did everyone that lived in Haiti. My home was gone, my country was gone, and I could only hope that that didn't happen to my family. Search people, and volunteers helped the people in my country as best they could but it will take years and years to fix the problem that has taken place. Many have died, many have injuries and I am struggling to survive my daily life. I am thankful that nothing has happened to me except a few bruises but I hope that the people who are helping my country will continue to help till this destruction is over.  

ISSN Graduate Profile Reflection

ISSN graduates are Ready for College. They:

• Earn a high school diploma by completing a college-preparatory, globally focused course of study requiring the demonstration of college level work across the curriculum
• Have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue
• Learn how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them work and live in a global society
• Graduate with all options open for post-secondary education, work and service

ISSN graduates have the Knowledge Required in the Global Era. They understand:

• Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and communicate their understandings using the symbols, language, and conventions of mathematics
• Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry to understand the world and explore possible solutions to global problems
• How the geography of natural and man-made phenomena influences cultural development as well as historical and contemporary world events
• The history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues
• Arts and literature and use them as lenses through which to view nature, society, and culture as well as to express ideas and emotions

ISSN graduates are Skilled for Success in a Global Environment. They:

• Are “literate for the 21st century” – proficient in reading, writing, viewing, listening, and speaking in English and in one or more other world languages
• Demonstrate creative and complex thinking and problem solving skills by analyzing and producing viable solutions to problems with no known or single right answer
• Use digital media and technology to access and evaluate information from around the world and effectively communicate, synthesize, and create new knowledge
• Make healthy decisions that enhance their physical, mental, and emotional well-being

ISSN graduates are Connected to the World.  They:

• Effectively collaborate with individuals from different cultural backgrounds and seek out opportunities for intercultural teamwork
• Analyze and evaluate global issues from multiple perspectives
• Understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions
• Accept responsibilities of global citizenship and make ethical decisions and responsible choices that contribute to the development of a more just, peaceful, and sustainable world

MY REFLECTION:

    While completing our digital stories myself and my fellow classmates have become more globally aware and have progressed in the learning of technology. While creating these digital stories I have had a better understanding of the global issues we are facing in this world as well as yearning to know more about other cultures. Using digital stories is not only fun but it allows us to express our thoughts to the viewers. Part of becoming a global citizen is being aware of your surroundings not only in the world you live in but in others as well. Myself and my fellow students are working hard to make this world a better place to live. 

Investigate the World: Produce New Global Knowledge 
 Generate and explain the personal and societal significance of locally, regionally, or globally focused research-able topics or questions. 



 Investigate approaches and actions that have been taken to address this question in the past, analyze the context in which they occurred, and evaluate proposed or enacted solutions. 



 Use a variety of international sources, media, methods, and languages to identify, collect and analyze the knowledge and evidence required to answer a specific research question. 



 Develop an argument/position based on compelling evidence that considers multiple perspectives and draws defensible conclusions. 



Recognize Perspectives: Apply Cross-Cultural Understanding 
 Recognize and articulate one’s own perspective on situations, events, issues and phenomena and identify the influences that shape one’s own perspective. 



 Recognize and articulate the perspectives of other people, groups, or schools of thought and identify the influences that shape those perspectives. 



 Analyze similarities and differences in the behaviors, attitudes and values of people from different cultures to develop an understanding of multiple cultural perspectives. 



 Seek deeper understanding about situations, events, issues and phenomena by synthesizing evidence, interpretations, and implications from varied cultural perspectives. 



 Articulate how different perspectives interact to influence local, regional, or global situations, events, issues, or phenomena. 



Communicate Ideas: Connect and Collaborate Across Boundaries 
 Recognize that diverse audiences may perceive different meanings from the same information. 



 Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. 



 Select and effectively use appropriate media and technology to creatively foster communication and collaboration with diverse audiences. 



 Identify, participate in, or build networks with organizations, groups, or individuals from around the world who share common interests and goals. 



 Present findings, interpretations and implications of investigations to diverse audiences in ways that recognize and accommodate different perspectives. 



Take Action: Enact Global Solutions 
 Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways that will contribute to a globally interconnected, environmentally sustainable and diverse society. 



 Assess and adjust options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for individuals, cultures, and ecosystems. 



 Contribute to the development of the local and global community based on an understanding of and respect for human needs and human dignity across cultures. 



 Act creatively and innovatively to raise awareness and advocate action among groups of peers and/or community members to contribute to improvement locally, regionally, or globally. 

 

     Researching events in the world is not the easiest to study but it will help you become a better global citizen in the world you live in. Taking global technology and participating in the projects we are assigned in advisory has made me become a better global citizen. Taking initiative by joining community groups or clubs at school are all ways to help out other countries and the needs people are facing in he world today.

Digital Story Rubric 2

Digital Storytelling Rubric

Project by:Emily Fauske

Graded by:Emily Fauske

CATEGORY	4	3	2	1
FOCUS Point of View - Purpose	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the presentation.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.
FOCUS Point of View - Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.
CONTENT General	Photostory contains 10+ pictures and appropriate music/narration	Photostory contains 8-9 pictures and appropriate music/narration	Photostory contains 6-7 pictures and music/narration may or may not be appropriate	Photostory contains 5 or fewer pictures and music/narration may or may not be appropriate
CONTENT Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism/metaphors	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism/ metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
ORGANIZATION Sequencing of Information	Graphics & story line are organized in a clear, logical way. The story is easy to follow.	Most information is organized in a clear, logical way.  One picture seems to be out of place.	Two or more pictures seem to be out of place making the story difficult to follow.	There is no clear story.  Pictures seem to be sequenced randomly.
STYLE Voice - Consistency	Voice quality is clear and consistently audible throughout the presentation.	Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.	Voice quality is clear and consistently audible through some (70-84%)of the presentation.	Voice quality needs more attention.
STYLE Voice - Pacing	The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.	Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.	Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.	No attempt to match the pace of the storytelling to the story line or the audience.
STYLE Layout	Layout is exceptionally creative and visually appealing.  The fonts, color, and background all work together to provide a consistent theme and a presentation that is easy to view/read.	Layout is creative and visually appealing.  The fonts, colors, and background almost provide a clear theme. It is generally an easy presentation to read and follow.	Layout is visually appealing although some slides may be too cluttered or too empty.  The fonts, colors, and background do not necessarily provide a theme and there may be parts that are difficult to view/read.	Layout lacks visual appeal and is sometimes too cluttered or too empty.  It may be confusing at times.  The fonts, color, and background do not work well together  in the presentation making it difficult to view/read. There may be too many types of fonts, etc.
CONVENTIONS Grammar	Grammar and usage were correct.	Grammar and usage were typically correct, and errors did not detract from the story.	Grammar and usage were typically correct, but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
CONVENTIONS Pictures/Graphics	Images are clear and in focus and cropped if necessary	Most pictures are clear and in focus and cropped if necessary	Some pictures are clear and in focus and cropped if necessary	Most pictures are not clear and are not in focus

 

 

Total Score  ___39___40 points