S2+Bouzakine,+Evgeni

=Stage 2 - Determine Acceptable Evidence.=

Role: You and your Partners are entering a contest at the Metropolitan Museum. Audience: Are the Historians that work at the Metropolitan Museum and their website designers. Situation:You and your partners are working towards presenting your timeline as the featured timeline on their website. Product/Presentation: Create a digital timeline to explain events, what happened to people and the economy in the Depression. Standards (Criteria from both rubrics - product and presentation): Product: content 30%, creativity 20%, organization 20%, sources cited 10%, media 20% Presentation: content 30%, terminology 10%, preparedness 20%, creativity 20%, time limit 10%, speaks clearly 10% || •iMovie: Create a commercial showing how to avoid the Depression. •Comic Life: Make a brochure analyzing The New Deal and what it was supposed to do. •Garageband: Do an interview with someone who was from the Depression Era, do this in groups of three. •Google Doc: Comment on a news article from the 1930's,(explain moral and what was said) and getting instant feedback from peers and teacher. •Use a Prezi to show how the poor and rich dealt with the Depression and getting comments on it from other students in class. || • Formative Assessment part 1: Last question exercise, thumbs, 4,3,2,1, clicker, color card, and an exit card will be completed in order to check for understanding. • Formative Assessment part 2: (Feedback on Product) Self Assessment Checklists and Teacher Rubrics will provide useful feedback's regarding their product. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal: Your task is to effectively explain how government laws affected the United States economy and and citizens during the four year period you have selected.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Podcast: Create audio file (radio show) with a group and talk about and make connections with, the Depression and The Market Crash.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Test: A test to understand what prior knowledge they have of the 1930 in U.S History.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Identifying the events, turning points, and consequences during the United States Depression and Idetifying what lead to The New Deal. || •MLR History- A, B, D ||

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

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You and your partners have been selected by the Metropolitan Museum in New York to create an online exhibition for their website. Your group is one of several who will be competing to create the best exhibition, and win the honor of having it displayed on their website. The museum requires that you select a four year period during The Depression and New Deal as a foundation for the online exhibit you will be creating.You will be using a Dipity, a digital timeline creator. Then you will embed your timeline into the class wiki. You must include how government laws affected the United States economy and citizens during the four year period you have selected. You must include photos, information, audio/ video in your online exhibit to make your presentation more appealing. Once you have completed your task, the Metropolitan Museum Leaders of the History Department will decide which exhibit will become a part of their website. ||

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

//**By what criteria will student products/performances be evaluated?**// •Creativity 20% •Organization 20% •Cited Sources 10% •Media20% || •Content 30% •Terminology 10% •Preparedness 20% •Creativity 20% •Time-limit 10% •Speak Clearly 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**