S2+Ware,+Morgan

=Stage 2 - Determine Acceptable Evidence.=

•**Xtranormal:** Do a short 2-5 minute "Interview" a monarch about their involvement in colonization. •**Glogster:** Use outside sources to show how the United States was influenced by the Renaissance. •**iMovie:** Create an 2-4 minute imovie on what specific events triggered the French Revolution. •**ComicLife:** Create an educational comic on one major event in World history that influenced the United States. •**Blog:** Reflect on how/why colonial expansion changed the world. Comment on other blog entries. || •**Formative Assessment Part I(During Instruction Checking for Understanding):**Students will use the "Definitions Are Us" exercise for key terms that was brought up in the lessons. Students will use "What's Still Confusing me" to give the teacher feedback on what the students learned and understood during lesson. Students will use "Sequencing Events" to put together the events from the lesson to organize thoughts at the end of the class. Students will use "Exit Ticket", at the end of class students will answer a question on a piece of paper and give to the teacher as they leave the class. Students will use "Question box/board" to list things that they still do not understand or are confused about. Students will use "3-2-1 reflection" to focus their ideas on the lessons main topics. •**Formative Assessment Part II(Timely Feedback on Product):** Self; Students will give themselves feedback using a checklist for their product. Peer; Students will meet with a peer to go over the rubric and checklist to make sure they are on track for their product. Teacher; •**Reflection:**At the end of the unit students will write a reflective blog entry on how they thought the project went and what they learned during the unit. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Groups will create an wikispace about an exhibit on a European country's role in colonization for the Smithsonian Natural History Museum.
 * Role:** Students will take on the role of historians looking for a job in the Smithsonian Natural History Museum.
 * Audience:** The class will be the Smithsonian's Board of Directors who will be judging the possible exhibits.
 * Situation:** Groups will need to prove to the Smithsonian's Board of Directors that their exhibit is the best for the museum.
 * Product/Presentation:** Students will create a wikispace on a European country's role in colonization exhibit in order to convince the Smithsonian's Board of Directors to choose your exhibit.
 * Standards (Criteria from both rubrics - product and presentation): Oral Presentation:** Content 30%, Preparedness 25%, Comprehension 15%, Time Limit 10%, Listens to Other Presentations 15% **Wikispace:** Attractiveness 15%, Sources 20%, Requirements 20%, Research 25%, Mechanics 10%, Organization 10%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •**Podcast:** Create a commercial on colonialism to convince a monarch to colonize.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •**Pre-Assessment:**At the start of the unit we will have a class discussion/brainstorm of events that happened between 1450-1800 to see what they know about the time period.

//**What understandings/goals will be assessed through this task?**// **(G)** •World Historical events influenced the United States || •Social Studies E. History •E1. Historical knowledge, concepts, themes, and patterns. ||
 * **Understanding** || **Goal (MLR)** ||
 * •Colonial expansion shifted power in Europe

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** ||
 * •Colonial Expansion || •Revolution ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Congratulations! You, as a historian, have the opportunity to create an exhibit of a European country's role in colonization. You heard that the Smithsonian Natural History Museum is now looking for a group of historians to create a wikispace explaining a European county's role in colonization and what the group wants to include in the exhibit. Your task is to team up with three other historians to create a wikispace that explains the role/history of a Europeans country. Use all the resources of wikispaces as well as other media types (videos, interactive games, pictures, audio, etc.). You need at least two book sources and two internet sources to fully explain the history. You need to prove to the Board of Directors that your exhibit will be the most educational and bring in the most people. The winning team will have a position at the Smithsonian Natural History Museum as well as their exhibit being featured in the museum. Good Luck! :) ||

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

//**By what criteria will student products/performances be evaluated?**// •Sources 20% •Accuracy 20% •Research 25% •Mechanics 10% •Organization 10% || •Content 30% •Preparedness 25% •Comprehension 15% •Posture and Eye Contact 10% •Time Limit 10% •Listens to Other Presentations 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Attractiveness 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**