S2+Herrell,+Ethan

=Stage 2 - Determine Acceptable Evidence.=

• Google Earth: Students are asked to search out any location on the globe, and then compare how it looks now with how it looked in the past, especially local towns and ancient cities. •The students are asked to collectively construct a family typical of a culture from the period, with the basic unit (a parent) up in front of the class first, with students saying who should also be in the family (how many kid and the like) and who has what responsibilities around the house. •Blog: Students post to a blog about what they feel are the gains and loses of technology through the lens of how hurts/helps us now and how it has hurt/helped us in the past. • Garage Band: Students make a podcast where they act as news reporters of a natural disaster. || • Checking for Understanding: fist-to-five, call-and-response, Entrance/Exit Ticket, example/non-example, quick write, think-pair-share. • Teacher, peer and self-assessment by rubric. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Create a digital poster on glogster that contrasts various aspects of everyday life in ancient and modern times**
 * Role: The students are archeologists who are making submissions to the Smithsonian Museum.**
 * Audience: The Smithsonian Institute Board of Regents, consisting of the Chief Justice of the United States, the Vice President of the United States, three members of the United States Senate, three members of the United States House of Representatives, and nine citizens.**
 * Situation: The Board of Regents is looking to take the museum into the new age by creating a digital section, and are accepting submissions for new exhibits.**
 * Product/Presentation:** **Create a digital poster on glogster that contrasts various aspects of everyday life in ancient and modern times**
 * of an ancient or medieval village that shows what kinds of work people did, how they produced food, and family structure.**
 * Standards (Criteria from both rubrics - product and presentation): Structures are of proper design, color and materials for a time and place, variety of buildings that involve daily life, the layout of the village is historically accurate.**
 * Eye contact, clarity of speaking, content, enthusiasm, stays on topic, time-limit.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Students will write a newspaper article
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: Ungraded quiz asking them about key terms and explaining the actions of an ancient or medieval individual.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • That ancient/medieval people saw the world very differently from us || • MLR-Social Studies E. History, A and B ||

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? Resources || • Law Violence ||
 * **Big Ideas** || **Big Ideas** ||
 * • Human Rights

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The students will make a digital model of a village from a culture that dates to ancient or medieval times on Google SketchUp, with a focus on what food they grew, what kinds of work people did, and uses the types of houses they lived in as a touchstone to explain family structure. They will explain their model in an oral presentation. The Smithsonian Institute is looking to take the museum into the new age, and so is taking submissions of digitally rendered archaeology exhibits. ||

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

//**By what criteria will student products/performances be evaluated?**// • Graphics-Accuracy 20% • Use of Class Time 15% • Grammar 10% • Graphics Relevance 15% • Credits 10% || -Eye Contact 10% -Clarity of Speaking 10% -Content 35% -Enthusiasm 20% -Stays on Topic 10% -Preparation 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content-Accuracy 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**