S2+Hunter,+Allison

=Stage 2 - Determine Acceptable Evidence.=

Product:
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Journey through " The Amazing Race Revolutionary Era" collecting artifacts and successfully answering/doing the tasks asked by you.
 * Role:** You are a participant of "The Amazing Race Revolutionary Era" and you must successfully make it through the game.
 * Audience:** Fans of the "Amazing Race" who are going to rate the show being on the web based off of creativity and enthusiasm while playing the game.
 * Situation:** You are journeying through the game answering questions to get through the journey properly. You are going to be collecting artifacts that have specific meaning. Throughout the journey you are going to either answer questions, write prompts and create a short video. All the while speed will be a major factor because you want to get to the end of the journey before the others.
 * Product/Presentation:** Successfully getting through the game and collecting all of the possible artifacts. You will also be submitting the prompts and the videos you created for the race to be graded.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Amount of Artifacts 20%
 * Content Knowledge 40%
 * Enthusiasm 5%
 * Creativity 5%
 * Timeliness 10%
 * Comprehension of Connections 20%

Presentation: • Online Time line: Time lines will be made to describe the different event that lead to the split using people and quotes and then a blog will be written considering how the split started and then what made the split continue? • I-Movie: A movie will be created showing the differences in social status. Be sure to show feelings of the classes, what was life like. • Journal Wiki: Construct a journal entry describing what it is like being in the country after war. The journal must have feelings and what is like to be a citizen during the time. • Online Chat: You are going to be assigned a country and have a discussion with other countries about trade and what it is like in society. Be sure to add effects of the war for both of the countries and what it is going to be like between the two countries now that they war is over. • Online Prezi Presentation- Students will create a Prezi presentation that will include pictures, descriptions and dates for both wars. You will then be able to make connections whether it is color coding the font or any other means. After you will write a reflection about the the themes and the similarities between the two wars. || • Checking for Understanding: 1. Fill in Your Thoughts 2. Slap it 3. Word Sort 4. Time Pair Share 5. Entrance/Exit Ticket 6. Decisions, Decisions • Timely Feedback: Self- Students will be reflecting about what they learned over the course of the lesson and see how they improved over time. Peer- students will be discuss about what they considered the themes were and why the wars began. Teacher- The teacher will be checking for understanding of the content and fixes confusion within the projects to make sure the students are on the right track. || =Assessment Task Blue Print=
 * Comprehension 25%
 * Volume 20%
 * Preparedness 25%
 * Posture and Eye Contact 10%
 * Enthusiasm 10%
 * Listens to Other Presentations 10% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Online Newspaper: A newspaper article which will include videos and audio recording that will explain the different events. These will be submitted to make a full newspaper for each Revolutionary War.
 * • Online Newspaper: A newspaper article which will include videos and audio recording that will explain the different events. These will be submitted to make a full newspaper for each Revolutionary War.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: KWL

//**What understandings/goals will be assessed through this task?**// **(G)** Content Area: Social Studies Standard Label: E. History Grade Span: 9- Diploma "Revolutionary Era ||
 * **Understanding** || **Goal (MLR)** ||
 * • There are reoccurring themes within all the Revolutions || •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** ||
 * • American Revolution || • Themes ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Amazing Race is now going online! You are participants journeying through the Revolutionary War. This is the first time Amazing Race has ever done the game virtually and depending on how creative you are throughout the journey is how engaged the viewers will be. Amazing Race focuses on making the viewers happy, if Your journey begins by logging on to the site and reading the instructions, from there, you will begin your journey through the different websites and creating connections between the Revolutionary War and the French Revolution. You will also be asked about facts on the Revolutionary War. Tasks in the journey will include trivia, writing prompts and movie making! Along the journey you will collect artifacts representing the different parts of your journey. You must answer questions correctly in order to gain these artifacts and also move on into the game. Whoever gets through the journey faster with the most of the artifacts will be declared winner. Be sure to be creative and fun or Amazing Race won't air the program. ||

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

//**By what criteria will student products/performances be evaluated?**// • Content Knowledge 40% • Enthusiasm 5% • Creativity 5% • Timeliness 10% • Comprehension of Connections 20% || • Comprehension 25% • Volume 20% • Preparedness 25% • Posture and Eye Contact 10% • Enthusiasm 10% • Listens to Other Presentations 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Amount of Artifacts 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**