S2+Sawyer,+Brittany

=Stage 2 - Determine Acceptable Evidence.=

•Vlog: students will record a movie with audio overlay explaining a Civil War era citizen's opinions •ComicLife: students will visually explain the differences between the North and South •Glogster: students will explain cause and effects of the Civil War •Wiki: students will provide and explain evidence of cause and effect on today's society •Blog: students will defend one side based solely on the strategic aspect of the war || •Checking for Understanding: Entrance/Exit ticket, Fist to Five, Slap It, Take and Pass, Onion Ring, Human Graph •Timely Feedback: Student self-assessment or reflection: Students will be asked to fill out a check list and answer clarifying questions Peer feedback: Students will work together in pairs to discuss what they have completed, and give one another positive feedback and inform each other on missing elements Teacher feedback: The student will turn in works in progress with any questions and the teacher will return works in progress during a short one on one meeting to discuss feedback || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: To demonstrate knowledge about the citizens feelings on the Civil War, as well as showing the causes and effects the Civil War had on the United States today.**
 * Role: Historian.**
 * Audience: History Channel and it's audience.**
 * Situation: Up and coming Hollywood Producers.**
 * Product/Presentation: Vlog**
 * Standards (Criteria from both rubrics - product and presentation): Presentation: Preparedness 20%, Collaboration with Peers 20%, Stays on topic 10%, Content 20%, Comprehension 15%, Enthusiasm 15%**
 * Product: Historical Accuracy 25%, Role 10%, Required Elements 20%, Props/Costume 10%, Knowledge Gained 25%, Originality 10%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie: students will act out changes in ideals on Democracy
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-Assessment: Pre-Test

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Students will understand that there are causes and effects of the Civil War || •E. History E1, Grade 6-8 ||

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** ||
 * •Civil War and Reconstruction || •Cause and effect ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You and your team are an up and coming producers with a particular interest in history looking for a job in Hollywood. Come to find out, the History Channel is looking for help! They are coming out with a new series on the Civil War and want to include an episode about the citizen's view of the war and an episode on how the war effected the world today. The producers are asking for you to complete a 4-6 minute pilot episode that contains both the citizen's view and the effects. You can choose to be from any social status, state or side during the Civil War, but be sure to really get into your character's mind set. They ask that you spend half the time on each topic, and provide examples to back up your ideas. To be sure your video is chosen you need to make it not only educational but also entertaining and accurate. You have the freedom to discuss the citizen's view in semi-broad terms, or get more in-depth and look into their views on particular battles. Remember your careers as producers are on the line! Have fun and good luck! ||

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

//**By what criteria will student products/performances be evaluated?**// •Role 10% •Required Elements 20% •Prop/Costume 10% •Knowledge Gained 25% •Originality 10% || •Preparedness 20% •Collaboration with Peers 20% •Stays on Topic 10% •Content 20% •Comprehension 15% •Enthusiasm 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Historical Accuracy 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**