S2+Quach,+Christina

=Stage 2 - Determine Acceptable Evidence.=

Role: Your job is to be a producer. Audience: You need to convince the directors of the Smithsonian American History Museum. Situation: The challenge involves dealing with gathering information on the Depression, New Deal initiatives, and policy makers of that time period so that you (producers) can play the role of a person during that time period. Product/Presentation: You will create an movie to be put on display in the museum to provide a visual/auditory presence to the new exhibit on the Depression and New Deal. Standards (Criteria from both rubrics - product and presentation): Movie Rubric: Content 30%, Comprehension 25%, Stays on Topic 15%, Credits 10%, Creativity and Enthusiasm 10%, Collaboration with Peers 10% Oral Presentation Rubric: Content 30%, Comprehension 25%, Preparedness 15%, Speaks Clearly 15%, Time Limit 10%, Attention to Others 5% || • Wikispace: post an opinion article that shows all students opinions. • Online Scrapbook: posting a timeline of events leading to the Depression. • Podcast: a written/recorded interview of a student's criticisms. • Movie: using a movie maker to record their understanding of informed decisions made by officials. • Googledocs survey: using this technology to create a survey that classmates can take to show their understanding of constitutional principles. || • Checking for Understanding: Exit ticket, questioning, fill in your thoughts, thumbs up, clickers, definitions are us. • Timely Feedback: Self: Rubric Peer: Checklist Teacher: Rubric || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal: The problem or challenge is that the directors of the Smithsonian American History Museum need someone to create a video to add to their Depression and New Deal exhibit.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog: a discussion space of a student's informed decisions with comments from other students and their opinions.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Right Angle Perspective where students use a thinking diagram and distinguish between facts and opinions.

//**What understandings/goals will be assessed through this task?**// **(G)** and make informed decisions about the present and the future. || • MLR History EI a, b, c ||
 * **Understanding** || **Goal (MLR)** ||
 * • The Depression and New Deal Era can help people learn from

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** ||
 * • Depression || • New Deal ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The museum director of the Smithsonian American History Museum is holding a contest to find a video project that will be kept on display for the next 100 years. As a producer you will create an iMovie with a group of your choice to be put on display to provide a visual/auditory presence to the new Depression and New Deal exhibit. You will have to study the role of officials during that time period so that you and your group can represent them in your project. If you are selected, your group's iMovie will be featured in the new exhibit of "A Century Past the Depression and New Deal." ||

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

//**By what criteria will student products/performances be evaluated?**// • Comprehension 25% • Stays on Topic 15% • Credits 10% • Creativity and Enthusiasm 10% • Collaboration with Peers 10% || • Content 30% • Comprehension 25% • Preparedness 15% • Speaks Clearly 15% • Time-Limit 10% • Attention to Others 5% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**