BOLIVAR’S SWORD
OFFICIAL PLAYBOOK
CLAN NAME: ________________________________________________
Table of Contents
Game Mechanics……………...3
Mission Descriptions
Mission 1………………5
Mission 2………………8
Mission 3………………12
Mission 4………………15
Mission 5………………18
Mission 6……………...22
Game Mechanics
Mission Map
Upon selecting a name for themselves, clans will immediately
embark on their quest for Bolivar’s Sword.
Using the Mission Map for guidance, the clan will select and track the
accomplishment of all six missions.
Missions may be completed in the order of the clan’s choice. Furthermore, clans should determine how to
delegate tasks and pace task accomplishment in order to reach benchmark and
appointment dates.
Game Completion
A clan completes the game by accomplishing all 6 Missions
within the given time constraint of 21 Game Days. Winners are determined by each clan’s number
of Scabbard Gems attained, followed by their number of Seeker Badges, Leader
Badges, Character Badges, and Benchmark Badges (in that order).
Leader Board
The Leader Board will serve to track clan’s mission completion
and determine the current standing of game winners, based upon gem, badge, and
Bolivar attainment.
Mission Completion
Benchmark Badges
Clans must reach a certain point of completion in the mission
each day. This point of completion is the daily benchmark. Upon attaining a benchmark, a clan will be
awarded a Benchmark Badge. Each clan
will be allotted the following number of each type of benchmark badge; to be
selected and used upon their discretion:
(8) 10-Minute Bonus Time
(during Daily 5)
(7) 1-Day Date Extension of a
Side Quest Due Date (While still working
towards a new benchmark!)
(3) Teacher Computer Access
Pass
(2) Green Screen Access Pass
Character Badges
Mini Badges are awarded throughout the game when clan members
display positive character traits, including sportsmanship, active leadership,
passive leadership, determination, risk-taking, creativity, innovation,
collaboration, and more. They award
clans with access to their choice of any of the privileges of a Benchmark
Badge.
Seeker Badges and
Appointments
Appointments are made upon the clan’s conclusion that they have
successfully completed a mission in its entirety. The appointment will determine the true
completion-level of a Mission to determine whether or not the clan may advance
in the Mission Map. Upon completing a
Mission upon the scheduled appointment time (originally projected upon Mission
initiation) and earning a Scabbard Gem, a clan becomes Seekers for that
Mission: That is, they are the experts
whom other clans can call on for advice.
Leader Badges and Side
Quests
Upon the completion of a Side Quest, a clan will earn a Leader
Badge, which will be used at the end of the game to help determine game
winners. Side Quests also provide clans
with the opportunity to attain extra Bolivares on the Leader Board, which will
be used at the end-of-the-game celebration, as well as for game points.
Scabbard Gems
Scabbard gems are awarded upon the completion of each Mission.
A clan must attain all six Scabbard Gems in order to be considered as Winners
of the game.
*Extra BsF can be earned at any time throughout the game when students
write a response to a peer’s blog posts.
Responses must be full sentences and complete a full thought. If an opinion is expressed, the student must
provide reasoning.
Mission 1
Standard 8: Research
developments of technology and scientific knowledge on the classroom’s Venezuela
ThingLink. On the class Google
Form, write a paragraph that tells one
way that technology and science have impacted Venezuela, and provide support
for your claim in at least 3 sentences.
Then share a link to the class ThingLink on your student ePortfolio
so that your parents can see it when they visit your page. Include a sentence explaining the most
interesting fact that you learned in this mission.
TECHNOLOGICAL SIDE QUEST
(500 BsF): Find a student-friendly,
educational video that teaches students about the evolution of technology. Post it on your ePortfolio under your Social
Studies tab and explain its purpose.
CITIZENSHIP SIDE QUEST
(200 BsF): Find a student-friendly,
educational video that teaches students how to practice digital citizenship. Post it on your ePortfolio under your Social
Studies tab and explain its purpose.
-Appointment after 1 day of beginning this mission-
Mission Rubrics for Clan
__________________________________
Clan Members:_______________________________________________
Mission 1
Start Date: __________________________
Benchmarks:
None
Appointment Date (one day after start
date):____________________________
Rubric:
Components/Effort
|
3
|
2
|
1
|
Content
____ x 5 = _______
|
The clan clearly described one way that technology and
science has impacted Venezuela.
|
The clan
somewhat described one way that technology and science have impacted
Venezuela.
|
The clan did
not describe a way that technology and science have impacted Venezuela.
|
Paragraph Structure
____ x 3 = _______
|
The paragraph includes a topic sentence.
It includes 3 sentences that clearly provide support for the
claim.
The paragraph includes a conclusion sentence.
|
The paragraph includes an unclear topic sentence.
It includes at least 2 sentences that clearly provide support
for the claim.
The paragraph may or may not a conclusion sentence.
|
The paragraph includes no topic sentence and has 1 or no
sentences that clearly provide support for the claim.
The paragraph does not include a conclusion sentence.
|
Resources
____ x 1 = ________
|
Answers are based off of research found from the class
ThingLink, or from another credible resource that has been verified by the
teacher and cited.
|
Answers are
somewhat based off of a credible source.
|
Answers are
not based off of a credible source.
|
TOTAL: _____________/27
TECHNOLOGICAL SIDE QUEST
(500 BsF):
________ The video is student-friendly, educational, and
demonstrates the evolution of technology (Maximum amount awarded: 300 BsF).
________ It is included on the student’s ePortfolio under the
Social Studies tab and is accompanied by an accurate explanation of its purpose
(Maximum amount awarded: 200 BsF).
Total amount of BsF
awarded: ______
Notes:
CITIZENSHIP SIDE QUEST
(200 BsF):
________ The video is student-friendly, educational, and
demonstrates the evolution of technology (Maximum amount awarded: 300 BsF).
________ It is included on the student’s ePortfolio under the
Social Studies tab and is accompanied by an accurate explanation of its purpose
(Maximum amount awarded: 200 BsF).
Total amount of BsF
awarded: ______
Notes:
Mission 2
Standard 3: Create
a map of your state that depicts and labels the following:
●
The states it borders
●
The capitol
●
At least 5 other cities
●
At least 5 landforms that are located in the state
(rivers, oceans, mountains, forests, jungles, deltas, plains, lakes, etc.)
●
Two other landmarks of your choice.
●
Includes a compass rose to mark direction
When you are done, take a photo of it and post it to your
ePortfolios. Write a reflection to
answer the following questions:
1.
Where in Venezuela is your state located?
2.
What makes your state geographically unique?
3.
How far away is the capitol city of your state to
Puerto la Cruz?
4.
What was the most interesting thing that you learned
while completing this mission with your den?
Why?
5.
What would you do to improve this project?
Benchmarks
Day 1: Information should be gathered,
brainstorming/draft should be complete, and the Map Sketch should be started
Day 2: Map sketch should be complete and coloring
should be started; reflection questions should be under way.
Day 3: Map should be complete and reflection should
be posted on all clan members’ ePortfolios.
∫*GEOGRAPHICAL SIDE QUESTS (3.500 BsF, or
1.500 BsF each):
In your reflection post, Include one expository paragraph that
identifies one way that Earth’s physical features have changed over time in
your state (for example, has your state experienced erosion? flooding? How do you know?). Include an illustration of your choice.
AND/OR:
Include one expository paragraph that highlights one way that
human-made features have changed over time.
(For example, how have the buildings changed? What technological discoveries have entered
your state over time?). Include an
illustration of your choice.
Whichever Side Quest you choose, remember to use supporting
details to prove your point!
3.5.c Apply concepts such as location,
distance, direction, scale, movement and
region.
-Appointment after 3 days of beginning mission 2-
Mission 2
Start Date: __________________________
Benchmarks:
Day 1: Information should be
gathered, brainstorming/draft should be complete, and the Map Sketch should be
started.
Date:________________________
Day 2: Map sketch should be
complete and coloring should be started; reflection questions should be under
way.
Date:________________________
Day 3: Map should be
complete and reflection should be posted on all clan members’ ePortfolios.
Appointment Date:____________________________
Checklist:
Create a map of your state that depicts and labels the
following:
________/3 The states
it borders
________/1 The capitol
________/5 At least 5
other cities
________/5 At least 5
landforms that are located in the state (rivers, oceans, mountains,
forests, jungles,
deltas, plains, lakes, etc.)
________/2 Two other landmarks of your
choice.
________/2 Includes a
compass rose to accurately mark directions
________/3 The map is
carefully completed with accurate size depiction
________/2 Quality
work was given to the drawing and coloring of the map
TOTAL: ________/23
Comments:
Mission 2 Blog Post: Photo and
Reflection Questions Rubric
Reflection Questions
|
3
|
2
|
1
|
1. Location Description
_____ x 3 = _____
|
A clear
description outlines all states and geographical features that the selected
state borders, and uses cardinal directions to do so.
|
A description
outlines most states and geographical features that the selected state
borders, and uses cardinal directions to do so.
|
A description
outlines few or no states and geographical features that the selected state
borders, and/or does not use cardinal directions to do so.
|
2. Geographical Identity
_____ x 3 = _____
|
At least three
unique geographical features about the state are noted, as well as support
for why these features make the state special.
|
At least two
unique geographical features about the state are noted, as well as support
for why these features make the state special.
|
One or no
unique geographical features about the state are noted, and/or no support is
given.
|
3. Distance from PLC
_____ x 1 = _____
|
A complete
sentence states the accurate distance from the state’s capitol to Puerto La
Cruz.
|
A complete
sentence states the distance from the state’s capitol to Puerto La Cruz, but
the distance is not exact.
|
No distance is
included, or the distance is entirely incorrect (by more than 100K).
|
4. Interesting Fact
_____ x 2 = _____
|
A thoughtful
response with at least 2 supporting details were given to explain a
discovered “interesting fact.”
|
A thoughtful
response with at least 1 supporting details were given to explain a
discovered “interesting fact.”
|
The response
was not given thought or provided no supporting details.
|
5. Ideas for Improvement
_____ x 2 = _____
|
Careful
thought and reasoning were provided in determining how the clan could improve
the map.
|
Some thought
was provided in determining how the clan could improve the map.
|
No thought or
reasoning was provided in the response.
|
6. Map Photograph
______/1
|
A clear photo
of the clan’s map is posted on clan members’ ePortfolios.
|
There is no
photo of the clan’s map posted on clan members’ ePortfolios, or the
photograph is unclear.
|
|
TOTAL: _____/34
|
|||
GEOGRAPHICAL SIDE QUESTS
(3.500 BsF, or 1.500 BsF each):
________ One expository
paragraph is posted on the ePortfolio and includes a topic sentence, supporting
details, and a conclusion statement (Maximum amount awarded: 700 BsF).
________ The paragraph
clearly identifies one way that Earth’s physical features have changed over
time in the state (Maximum amount awarded:
700 BsF).
________ A related illustration is included (Maximum amount
awarded: 100 BsF).
AND/OR:
________ One expository paragraph is posted on the ePortfolio
and includes a topic senteence, supporting details, and a conclusion statement
(Maximum amount awarded: 700 BsF).
________ The paragraph highlights one way that human-made
features have changed over time (Maximum amount awarded: 700 BsF).
________ A related illustration is included (Maximum amount
awarded: 100 BsF).
Total amount of BsF
awarded: ______
Notes:
Mission 3
Standards 4 & 5: Add 3-5 slides to the class’ Slides
presentation to teach others about your state’s culture.
Include the following:
●
Your state’s name on ALL slides
●
Your clan’s name on ALL slides
●
Music
●
Food
●
Dances
●
Special traditions
●
Language
●
Holidays
●
Traditions and customs
●
May include
videos created by your clan, as well as additional information found on the
internet (that is cited and from a credible source).
Be sure to use a variety of text, photos, videos, and/or
music. Get creative with this! The sky
is the limit!
Benchmarks:
Day 1: Begin data collection
Day 2: Finish data collection
Day 3: Compile slides/begin side quests
Day 4: Complete slides and side quests
CULTURE SIDE QUEST
(400-500 BsF): Share your clan’s
favorite aspects of your state’s culture with the class during Morning Meeting,
and provide at least 3 reasons to support your choices (400 BsF, or 500 if you
bring a visual to accompany your presentation).
FAMILY SIDE QUEST (300
BsF): Bring in a printed photo that
portrays your family’s cultures and hang them on the bulletin board. Share how your culture affects your daily
life in a Morning Meeting.
4.5.d Describe how cultural contributions from various groups have formed a national identity.
5.5.e Identify and describe ways that ethnicity and cultures influence
people's daily lives.
-Appointment after 4 days-
Mission 3
Start Date: __________________________
Benchmarks:
Day 1: Begin data
collection.
Date:________________________
Day 2: Finish data
collection
Date:________________________
Day 3: Compile slides/begin
side quests
Date:________________________
Day 4: Complete slides and
side quests
Appointment Date:____________________________
The clan’s Animoto
slides Include the following:
________/1 The state’s
name is on ALL slides.
________ /1 The clan’s
name is on ALL slides.
________/3 Information
and examples of the state’s music are included.
________/3 Information
and examples of the state’s food are included.
________/3 Information
and examples of the state’s dances are included.
________/3 Information
and examples of special traditions within the state are included.
________/3
Information/examples of the languages represented within the state are
included.
________/3 Information
and examples of the state’s celebrated holidays are included.
________/3 Information and examples of the state’s
traditions and customs are included.
________/3 At least
three different mediums are used to represent the cultural information.
________/3 Creativity
and effort are extensively displayed.
________/2 All slides
are edited and look professional.
TOTAL: ________/49
Comments:
CULTURE SIDE QUEST
(400-500 BsF):
________ The clan’s
favorite aspect of your state’s culture was shared with the class during
Morning Meeting (Maximum amount awarded: 100 BsF).
________ The clan
provided at least 3 reasons to support their choices (Maximum amount awarded: 300 BsF).
________ A visual was
brought to accompany the presentation (Maximum amount awarded: 100 BsF).
Total amount of BsF
awarded: ______
Notes:
FAMILY SIDE QUEST (300
BsF):
________ Each clan member brought in a printed photo that
portrays their family’s cultures (Maximum amount awarded: 150 BsF).
________ Each clan
member shares how their culture affects their daily lives in a Morning Meeting
(Maximum amount awarded: 150 BsF).
Total amount of BsF
awarded: ______
Notes:
Mission 4
Standard 2: Part 1:Create a comic strip to depict the imports and exports of your
state.
●
When brainstorming for your comic strip, discuss with
your partner(s) the following question: “How do the exports benefit Venezuela or the global economy as a
whole?”
●
Provide supporting details within the comic strip to
defend your claim.
●
Post your comic strips to your ePortfolios and answer
the following reflections:
○
1: How did you
depict your state’s imports in your comic strip?
○
2: How did you
depict your state’s exports in your comic?
○
3: How do
exported goods benefit Venezuela? How do
they benefit the countries they are shipped to?
Part Two (1.000 BsF): Create as many
(quality) props as you can to represent a good
that your state produces. We will use these once you complete all of
your missions!
Benchmarks:
Day 1: Collect research about imports and
exports, and begin the comic rough draft.
Day 2: Complete comic rough draft and final
draft. Post the comic and reflection to
ePortfolios. Brainstorm necessary
supplies/materials for props, and let Ms. Jezabel and Ms. Hodges know before
Day 3.
Day 3: Create and complete props to represent
your state’s imports and exports.
Interview Side Quest
(300 BsF): Ask an adult in the CIPLC
community what their favorite Venezuelan exported and imported items are, and
why. Record their answer in your notebook
using Cornell notes.
-Appointment after 3 days-
Mission 4
Start Date: __________________________
Benchmarks:
Day 1: Collect research
about imports and exports, and begin the comic rough draft.
Date:________________________
Day 2: Complete comic rough
draft and final draft. Post the comic
and reflection to ePortfolios. Brainstorm
necessary supplies/materials for props, and let Ms. Jezabel and Ms. Hodges know
before Day 3.
Date:________________________
Day 3: Create and complete
props to represent your state’s imports and exports.
Appointment Date:____________________________
Comic Strip and Reflection Rubric
Comic/Reflection Components
|
3
|
2
|
1
|
Imports/Exports
_____x2=_____
|
The comic strip clearly depicts both imports and exports of
the state.
|
The comic strip clearly depicts either imports or exports of
the state, or depicts both somewhat clearly.
|
The comic book
does not clearly depict imports or exports of the state.
|
Benefits
_____x3=_____
|
The comic strip clearly conveys how the state’s exports
benefit Venezuela and/or the global economy by using supporting details
within the photos or dialogue bubbles.
|
The comic strip conveys how the state’s exports benefit
Venezuela and/or the global economy using supporting details within the
photos or dialogue bubbles.
|
The comic strip does not convey how the state’s exports
benefit Venezuela and/or the global economy using supporting details within
the photos or dialogue bubbles.
|
Blog Post and Reflections
_____x4=_____
|
The comic strip is posted to each clan member’s blog, along
with the response questions. All three
reflection questions are answered using thoughtful and complete sentences.
|
The comic strip is posted to each clan member’s blog, along
with the response questions. All three
reflection questions are answered.
|
The comic strip is not posted to each clan member’s blog, or
the questions are not answered completely.
|
Props
_____x3=_____
|
The clan created at least two unique and high-quality props
per clan member to represent goods produced by the state.
|
The clan created at least one unique and high-quality props
per clan member to represent goods produced by the state, OR the clan created
at least two props per clan member to represent goods produced by the state.
|
The clan
produced less than one prop per member, or low-quality props.
|
TOTAL: _____/36
Comments:
|
|||
Interview Side Quest
(300 BsF):
________ Ask an adult in the CIPLC community what their
favorite Venezuelan exported and imported items are, and why (Maximum amount
awarded: 150 BsF).
________ Record their answer in your notebook using Cornell
notes and share your information during Morning Meeting (Maximum amount
awarded: 150 BsF).
Total amount of BsF
awarded: ______
Notes:
Mission 5
Standard 2:
1.
Choose a Venezuelan battle or war to research (The
clans will choose from a compiled list; first-come first-serve).
2.
Brainstorm how to record a video using iMovie to
reenact the historical event, and to answer ONE
of the following questions:
a.
How did the Venezuelan battle or war that you studied
impact your state’s history? What are
some examples?
b.
Determine the main cause of your selected battle or
war. Why was it the main cause? What were the lasting effects of the battle
or war?
c.
What was the turning point in your battle or war? Why was this important? What were the effects?
3.
To storyboard your iMovie, write a script that includes
at least 4 statements to support your answer to the question. Please cite your sources.
4.
Consider your props, costumes, sound effects,
soundtrack, and sets. Do you want to use
backdrops? Greenscreen? Be creative!
5.
When you are finished with the iMovie, post the video
and an accompanying reflection on your ePortfolio. Include a title and answer the following
questions:
a.
What did you do during this mission? (What happened
while you were planning for and making the video?)
b.
What are the strengths of your video?
c.
What are the weaknesses of your video?
d.
What are your successes of this project?
e.
What are the setbacks of this project?
f.
What have you learned due to this mission?
g.
How will you extend your learning past what is expected?
Battle Side Quest (900
BsF): Ask your parents what they
know about the historical event, write it in your notes, and include that
information in your iMovie. This requires
some advanced planning!
-Appointment after 6 days-
Mission 5
Start Date: __________________________
Benchmarks:
Day 1: Select which war or
battle to research and gather information.
Date:________________________
Day 2: Determine which
question to answer in your video, and begin brainstorming for your
script/storyboard. *Battle Side Quest
should be completed before Day 3!
Date:________________________
Day 3: Complete your
storyboard and script, and prepare to bring props for day 4.
Date:________________________
Day 4: Rehearse your script
with your clan. Ensure that all props
are gathered and that lines are memorized.
Date:________________________
Day 5: Film and edit your
video.
Date:________________________
Day 6: Post the video to
your ePortfolios and complete the reflection.
Appointment Date:____________________________
iMovie Rubric
Mission Component
|
3
|
2
|
1
|
iMovie Purpose
_____x4=_____
|
The iMovie directly answers one of the three proposed
questions and uses supporting details throughout the film to do so.
|
The iMovie answers one of the three proposed questions and
uses some supporting details throughout the film to do so.
|
The iMovie answers one of the three proposed questions
without supporting detail.
|
iMovie Script
_____x4=_____
|
The script includes at least 4 statements to clearly support
the answer to the selected question, and sources are cited.
|
The script includes at least 4 statements to support the
answer to the selected question.
|
The script includes less than 4 statements to support the
answer to the selected question.
|
iMovie Imagery
_____x1=_____
|
The iMovie images create a distinct atmosphere through the
use of props and sets.
|
The iMovie images create some atmosphere through the use of
props and sets.
|
The iMovie images create no atmosphere through the use of
props and sets.
|
iMovie Characters
_____x1=_____
|
Characters were creatively and accurately portrayed through
the use of quality costumes, acting, and dialogue.
|
Characters were portrayed through the use of costumes,
acting, and dialogue.
|
Characters were portrayed without the use of costumes,
acting, and/or dialogue.
|
iMovie Sound
_____x1=_____
|
Careful consideration has been given for a soundtrack and
sound effects.
|
Consideration has been given for a soundtrack and sound
effects.
|
Consideration has not been given for a soundtrack or sound
effects.
|
Blog Post and Reflections
_____x4=_____
|
The iMovie is posted to each clan member’s blog, along with
the response questions. All seven
reflection questions are answered using thoughtful and complete sentences, as
well as supporting examples for each response.
|
The iMovie is posted to each clan member’s blog, along with
the response questions. All seven
reflection questions are answered with supporting details in most responses.
|
The iMovie is not posted to each clan member’s blog, or the
questions are not answered with supporting details.
|
TOTAL: _____/45
Comments:
|
|||
Battle Side Quest (900
BsF):
________ Ask your parents what they know about the historical
event (Maximum amount awarded: 100 BsF).
________ Write the information in your notes when you ask them
(Maximum amount awarded: 300 BsF).
________ Include that information in your iMovie (Maximum
amount awarded: 500 BsF).
Total amount of BsF
awarded: ______
Notes:
Mission 6
Standard 2c and 6:
Create a memory game of Venezuela’s branches of government. Include one card with the vocabulary word,
including either a photo or illustration, and create a matching card with the
written definition or explanation. *Copies
of the game will be distributed to each clan member in order to complete the
Game Night Side Quest.
Vocabulary Words:
constitutional monarchy
dictatorship democracy
governor (Use your state’s) monarchy
citizenship judges
Levels of government courts of law
government responsibilities laws
Blog Reflection:
When you are finished with the memory game, post a picture of
your clan playing it on your ePortfolio, along with a reflection of the
activity. Include a title and answer the
following questions:
1:
What did you do during to help your clan complete this mission?
2:
What are your successes of this project?
3:
What are the setbacks of this project?
4:
What have you learned due to this mission?
5:
How will you extend your learning past what is expected?
SIGNS SIDE QUEST (550
BsF): Make up gestures and
demonstrate hand gestures from memory.
GAME NIGHT SIDE QUEST
(1.500 BsF): Email Ms. Jezabel and
Ms. Hodges a photo of you playing your game with your family!
-Appointment after 4 days-
Mission 6
Start Date: __________________________
Benchmarks:
Day 1: Research definitions.
Date:________________________
Day 2: Complete 6 of the
cards.
Date:________________________
Day 3: Complete all 11 of
the cards.
Date:________________________
Day 4: Complete the side
quests and blog reflection. Then play
the game with your clan.
Appointment Date:____________________________
Memory Game:
________/22 All 11
vocabulary words are clearly defined on pairs of memory cards.
________/11 Images are
creative and well-done. Students clearly
gave their best effort.
________/15 Blog
reflection questions were thoroughly answered and included supporting details.
________/6 Students
engaged in the game while playing it during class time.
TOTAL: ________/54
divided by two = ________/27
Notes:
SIGNS SIDE QUEST (550
BsF):
________ Make up gestures and demonstrate hand gestures from
memory (Maximum amount awarded: 50
BsF/vocabulary word pair)
.
Total amount of BsF
awarded: ______
Notes:
GAME NIGHT SIDE QUEST
(1.500 BsF):
________ Email Ms. Jezabel and Ms. Hodges a photo of you
playing your game with your family! (Maximum amount awarded: 1.500 BsF).
Total amount of BsF
awarded: ______
Notes:
©2016 CHRISTINE HODGES & JEZABEL LEZAMA ALL RIGHTS RESERVED.
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