S2+Oren,+Tyler

=Stage 2 - Determine Acceptable Evidence.=

•Wiki Library- Students will work in groups to create a collection of analyzed and annotated primary sources that they will post to group wiki. •Blog- Create authentic journal entries of regular individuals using current understanding to make journals authentic and accurate. •iMovie- Play where students will role play a historical figure in an entirely new situation, must use understanding of age of expansion and interaction gained from the class to make their actions accurate and authentic. •Google SketchUp- Uses SketchUp to create simulated political boundaries based on momentum of countries/empires from the age of expansion and interaction. •Family Tree- Constructs a 3D family tree using Google SketchUp to draw a connection between the age of expansion and interaction and the current world today. || •Timely Feedback- Self: Rework assignments based on student success of past work. Peer: Give students access to peer review rubric. Teacher: Regular teacher review oppertunities. •Checking for Understanding: Thumbs up Thumbs Down, Triangular Prism, Pair Share, Teacher Interview, Circle the Sage, Give One, Get One. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Map out family tree of age of expansion and interaction.**
 * Role: Historian working for the Smithsonian Institute.**
 * Audience: Smithsonian museum entrants.**
 * Situation: Research deeply into the age of expansion and interaction.**
 * Product/Presentation: Oral presentation of Google SketchUp created family tree.**
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product: Connection 20% Content 20% Organization 20% Requirements 20% Artistry 10% Convention 10%**
 * Oral Presentation: Comprehension 30% Content 20% Preparedness 20% Speaks Clearly 10% Enthusiasm 10% On Topic 10%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Google Earth- Maps out political boundaries in Google Earth from present day to age of expansion and interaction.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Ask students what they expect to learn in this class based on their current understanding of the time period, in written form.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Students will recognize the importance of the age of expansion and interaction in their current lives. || • MLR E1 History: Students will understand major eras, major enduring themes, and influences. ||

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** ||
 * • Age of Expansion and Interaction. || • Enduring connections, real world motivations. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Students will take on the role of historians working for the Smithsonian Institute to map out a genome of a select group og individuals of historic importance from the age of expansion and interaction, 600 AD - 1450 AD. Historians are encouraged to have fun with the project ad inject their own families into the tree and design their family's own role in history. The tree must span at least 100 years and display an understanding of how these people are inherently connected to the current world. ||

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

//**By what criteria will student products/performances be evaluated?**// • Content 20% • Organization 20% • Requirements 20% • Artistry 10% • Conventions 10% || • Comprehension 30% • Content 20% • Preparedness 20% • Speaks Clearly 10% • Enthusiasm 10% • On Topic 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Connection 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**