S2+Santamore,+Paul

= = =Stage 2 - Determine Acceptable Evidence.=

Role: The students are historians on an expert panel in a TV episode. Audience: The executives of the History Channel Situation: History Channel is doing a search for a new expert panel to be in their new series " Reflections of Industrialization". Product/Presentation: Students will create and iMovie and script in reference to their field of expertise within the industrial revolution, which can be either economic, social, or environmental. They will compare the industrial revolution from then to now. Standards (Criteria from both rubrics - product and presentation): Presentation- Enthusiasm 15%, Preparedness 25%, Comprehension 20%, Listening to Classmates 20%, Attire 10%, Speaking 10%. Performance- Script 25%, Content 40%, Research 15%, Filming 10%, Appropriateness 5%, Teamwork 5%. || •Wordle will be used to create a collage to show environmental evolution from then to now, good and or bad. •Garage Band will be used to create an interview that involves two human perspectives, then and now. •Blogger will be used to track the thoughts of two "big businessmen", one from then and one from modern times. •Microsoft Word will be used to create a brochure that advocates for whether or not the student would have industrialized at the beginning of the 19th century or not. •iMovie will be used to create a movie depicting a panel of historical experts comparing economics, society, and environment from then to now. || •Checking for Understanding: Thumbs up/down, t-chart/brainstorm on board, walk around, quick writes/discussion, exit tickets, fill in thoughts. •Timely Feedback: Self- rubrics, checklists...Peer- meet in groups, take home each others' work...Teacher- Meetings, discussions, comments, critical written feedback, and no grades. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal: The teams with research, write a script, and produce and episode for a new panel show on the History Channel.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Prezi will be used to show the clash between culture and the urban society.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: This will take the form of a short survey that questions the students' knowledge of big themes, names, and happenings during the revolution.

//**What understandings/goals will be assessed through this task?**// **(G)** E: History E2-9-Diploma ||
 * **Understanding** || **Goal (MLR)** ||
 * •Technological changes during the industrial revolution had massive effects on today's society and environment. || •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** ||
 * •Industrialization || •Society, economics, environment ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The students will be formulating a script as well as producing a short video segment that will be made with iMovie. An exemplary product must include at least four keys points as to why the student's connections between the industrial revolution and today are correct. Students should be experts in three areas of society by the end of the unit but must choose one of the following to center their production around, economy, culture, or environment. They will be presenting this to their fellow students as if they are historians presenting to the executive board of the History Channel. Connections should be made directly between actions or movements in the industrial revolution and reactions in today's modern society. Their video will be entered into a contest with the objective of winning a spot in an upcoming History Channel series. ||

//**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?**// •Concept/Content 40% •Research 15% •Film Work 10% •Appropriateness 5% •Teamwork 5% || •Enthusiasm 15% •Preparedness 25% •Comprehension 20% •Listening to Others 20% •Attire/Appearance 10% •Speech/Presence 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Script 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**