S2+Belton,+Roger

=Stage 2 - Determine Acceptable Evidence.=

• Flash - Making an animation that shows the geographical significance of events, and how this affected them. • Wiki - Use the wiki in conjunction with a class debate, allowing students to use the wiki as a repository of information. This way all students could access the information easily, instead of just the teams. •Comic Life - Create a sketch or comic of political relationships between America and other countries, or even for internal affairs. Blog - Have students use the blog as a journal, having each student use it to review what they learned from each class. Students will create a story of the class and create a virtual storyboard to be reviewed at the end of a unit. Quizlet - Students will create a quizlet during an in-class activity (Lesson 2) and implement it in-class, with the perspective activity. || • Peer and teacher assessment could be used with each technology usage, and assessment could be given at presentation. • Provide students with a rubric and have them hand it in after they present their final project, in order to self assess themselves. Checks for understanding: Portfolios, journals, checklists, direct questioning, peer understanding, note sampling. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: For students to describe, relate, and express the reasoning behind the decisions of the past 30 years.**
 * Role: Final project - ties everything together.**
 * Audience: Historians, newscasters.**
 * Situation: A newscast or documentary covering the past 30 years in American history.**
 * Product/Presentation: A movie that meets the standards provided below.**
 * Standards (Criteria from both rubrics - product and presentation): Standards provided by MLR. Research accuracy, graphics, speech, duration, posture/eye contact.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Webspiration - Creating a graphic timeline that describes important events and explains their importance.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment - A quiz to test students' prior knowledge to establish a baseline for the class.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Understanding 1:

Understanding 2: || • MLR SS E-History E-1 Grade 9-12

The reasoning, causes, and effects of events for the past 30 years, primarily relating to the United States. ||

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** ||
 * • Post-Reagan America || • Geography, Sociology, Politics, Diplomacy, Economics, Culture ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Students will take the role of a junior reporter who has been given the task of summarizing the events of the past 30 years. Students can do this by creating either a picture or movie compilation (or a combination of both). Product with have to be supplemented with either a verbal live presentation or a narration included in the movie. In order to get an accurate picture of the past three decades, students will have to include scenes from at least three of the big ideas. The selection of which big ideas students want to use is up to them. The final product will be a sampling of a full-sized product, at approximately five minutes. Students will be addressing news agencies and historians, as this is a product that they're looking to sell. ||

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

//**By what criteria will student products/performances be evaluated?**// •Attractiveness •Mechanics •Originality •Content •Workload || •Speaks Clearly •Posture/Eye Contact •Enthusiasm •Awareness of Audience •Duration of Presentation •Group Work ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Sources
 * 2004 ASCD and Grant Wiggins and Jay McTighe**