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Teacher guide — Module 7 (2 periods + home)

Goal: a real project over several days; process evidence (the history) is assessed, not only the final article.

Timing: P1: brief 10, plan + first commit 10, draft 20. Between periods: at least one more session (home, free lab time, or a 15-minute slot in another lesson). P2: feedback 10, improve 15, chart 5, exhibition 10–15 (extend if the class is large — run the exhibition as a gallery walk: half the class stands by their work, the other half visits, then swap).

Marking

Use the rubric (max 18). Read git log before reading the article: process first. Do not mark down a revert — it is a skill. Suggested grade bands: 16–18 excellent, 12–15 good, 8–11 developing, below 8 needs support (repeat Modules 3–5 with a buddy).

Making sure there are 3 sessions

Shared PCs and short periods make this hard. Options: - Keep each student's repo on a named USB folder or a per-student folder on the lab PC. - Give two 15-minute "commit slots" during other computer lessons that week. - Tier 0: cards can be taken home.

Common errors

  • All commits in one session, minutes apart. Ask for ≥ 3 sessions; dates in git log show this.
  • Writing the whole article then committing once. Teach: commit per paragraph.
  • Names of classmates, phone numbers or addresses in articles. Remove before the exhibition; never publish this repo.
  • Students revert the wrong commit and panic. Show that the revert itself can be reverted — nothing is lost.

Fallbacks

  • Tier 0: students keep a stack of cards; the "exhibition" is a gallery of card rows.
  • Tier 1 with shared PCs: each pair has a USB folder; commit to the USB. Keep a backup copy at school (copy the whole folder including .git).

Safety and privacy

Grade 8 repos stay on the school computer or USB. No account creation. No publishing.

Differentiation

  • Support: give the "suggested shape" history as a template to follow; allow a shorter article.
  • Stretch: a second file (sources.md listing where facts came from), Markdown formatting, the hours-of-the-day chart from Module 6.

Evidence to collect

The printed history, the chart, the rubric sheet, and a one-line teacher note from the oral explanation. Keep for the end-of-year portfolio.

Answer key

No single answer. Strong exit-ticket answers name a specific commit and explain why its message is clear or why its change mattered.

Extension quest

Compare two classmates' histories of different topics: whose is more detailed? What makes a history useful to a reader?