S2+Perry,+Clayton

=Stage 2 - Determine Acceptable Evidence.=

the Civil War exhibit. Product: Purpose and content, mechanics, video/photos, audio, use of technology, presentation Presentation: Content, uses complete sentences, preparedness, time-limit, speaks clearly, attire || • Glogster: Poster or collection of photographs outlining the destruction of the South • Wiki: Project detailing a piece of Civil War technology and its effectiveness • Blog: Write a blog from the point of view of someone living after the Civil War • Interactive lab: Demonstrate in a physical form the effects of Civil War technology • iMovie: Create a vlog in the style of a Confederate civilian. || • Checking for understanding: Entrance/Exit ticket, Example/Non-example, Project Study Group, Quick Writes, Rubric, Student Data Notebooks. • Timely Feedback: Self-assessment(rubric), Peer review(checklist), Teacher feedback(rubric) • Reflection: Upon completing the content area, students will then be given a post-test with identical content to the pre-test to make sure they have mastered the content. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To become the curator of the Smithsonian Civil War exhibit.
 * Role:** Political Scientist who is applying to be the curator of the Smithsonian Civil War exhibit.
 * Audience:** The Smithsonian Board of Directors who will select the best video presentation for
 * Situation:** Explain the social and political impact of the Civil War in an interesting way.
 * Product/Presentation:** iMovie/oral presentation
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Google Docs: Essays or research papers detailing the aftermath of the Civil War
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: Students will be given a pre-test to examine what they think they know of the content area before beginning instruction.

//**What understandings/goals will be assessed through this task?**// **(G)** impact on the country today. || • Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. ||
 * **Understanding** || **Goal (MLR)** ||
 * • The Civil War had a major social and political

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 Civil War || • The social and political implications ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a political scientist trying to become the curator of the Civil War exhibit at the Smithsonian. You are instructed by the board of directors to present an essay on the social and political impact of the Civil War in the form of a video presentation. There are many candidates applying for the position, so you need to make your video as convincing, and as interesting as possible. Your video will be judged on the historical content, how well it's made(video/sound editing, grammar, lighting, etc.), how you present the video(e.g. attire, speech clarity), and how well you keep the audience's attention. ||

//**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?**// • Mechanics • Video/photos • Audio • Use of technology • Presentation || • Content • Uses complete sentences • Preparedness • Time limit • Speaks clearly • Attire ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Purpose and content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**