S2+Perkins,+Alexa

=Stage 2 - Determine Acceptable Evidence.=

Product: Teamwork:20% Research:20% Creativity:20% Content:25% Movie Quality:15% Mechanics: 5% || • Skype: Create a debate at home between two students over taxes. Record and email to the teacher. • Google earth: Go through parts of the US and embed reasons why each part is valuable. • Garage Band: Compare music from the 1800's to present music. Mix/Match and look for similarities and differences! • Blog: Create a journal that a Native American would of kept in the 1800s. • Imovie: Create a timeline that captures the history of women's rights. || • Checking for Understanding- I will use strategies such as fill in your thoughts, flag it, quick write, thumbs up, exit tickets, and timed peer share. • Timely feedback- I will use peer reviews,self assessments, feed back from teachers and reflections. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To create an advertisement that will capture the events and life in the 1800's.
 * Role:** As advertisers you are ready to accomplish the challenge set fourth by CNN.
 * Audience:** The director of commercials from CNN News Station will choose the most accurate commercial to broadcast.
 * Situation:** Create a advertisement that will advertise what life was/will be like in the 1800s. Pick a specific consumer group to target to.
 * Product/Presentation:** Students will create their advertisement on imovie.
 * Standards (Criteria from both rubrics - product and presentation):** Presentation: Preparedness:35% Time limit:10% Enthusiasm:15% Speaks Clearly:15% Posture and eye contact:15% Listens to other presentations:10%
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Comic Life: Create a cartoon of the goldrush. Include scenes from before, during and after.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Self assessment- I will use a pretest to find what they know about the Expanding Nation and the 1800's.

//**What understandings/goals will be assessed through this task?**// **(G)** E History E1 The Expanding Nation 1800s ||
 * **Understanding** || **Goal (MLR)** ||
 * • One and Two (Stage 1) || • MLR

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * •The Expanding Nation || •Social and Political Impact ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The world's first working time machine has been created. Everyone wants to try it, but no one know where to go. Commercials are being broadcasted on TV promoting and demoting the different time periods. CNN would like to advertise the 1800's as a travel destination. As a historian and advertiser it is your job to create a advertisement that will accurately depict what life in the 1800's was/will be like. CNN wanted the advertisement to cover the major events of the 1800s, so people will know what to expect. The advertisement needs to target specific consumers and explain to them why they should or should not travel to the 1800's. If CNN approves your advertisement you will get the chance to try the time machine for yourself! Good Luck! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •imovie || •Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Research 20% • Creativity 20% • Content 25% • Movie Quality 10% • Mechanics 5% || • Preparedness 35% • Time Limit 10% • Enthusiasm 15% • Speaks Correctly 15% • Posture and eye contact 15% • Listens to other presentations 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Teamwork 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**