S2+Norris,Olivia+Katherine

=Stage 2 - Determine Acceptable Evidence.=

• Create a comic life to show the collaboration between your characters trying to prove their past is important to know. • Write a script that includes the historic figures interacting. • Write a first person letter that proves that your life experiences are important to be seen by the public. • Using a slideshow, students will present their understanding of the importance of the 60s. • Students will create an iMovie about their characters and will show the audience the importance of their characters' lives. || • Writing in a blog before the unit and after the unit describing what they know about the unit's topics. • Students will take a survey where they will answer questions about the topics I will cover. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: as a group, create a iMovie. Members will represent some of the major influencing people of the 60s and try to convince the audience of museum owners to use your life experiences as pivotal events during the 60s.**
 * Role: you are one of the historical figures from the 60s, and you want to prove that your information is vital to have in the museum exhibit.**
 * Audience: you need to convince your audience that your life events are important to be used in the 60s museum exhibit.**
 * Situation: the challenge involves dealing with the museum owners you are trying to convince to use your life experiences.**
 * Product/Presentation: you will create an iMovie and script in order to prove knowledge, and influence the audience to side with you to use your history.**
 * Standards (Criteria from both rubrics - product and presentation): iMovie: content, required elements, clarity and neatness, use of time, cooperation, spelling and grammar. Oral presentation: content, enthusiasm, stays on topic, preparedness, collaboration with peers, speaks clearly.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Create a podcast using a scripted conversation that discusses the reasons your characters' life events are important to know.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Discussing before a unit what we have already learned.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • MLR - Social Studies E1 - History || • Our country's history is important to know when trying to understand the present culture. ||

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 1960s Counterculture || • Historic Figures ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Smithsonian is opening an exhibit specifically for the 60s era. The person who is organizing the exhibit wants three historic figures' life events portrayed. You and your team will each represent a different historic figure of your choice. You will research that person and the events they lived through that helped shaped the 60s. Create a script, storyboard, and a video. The winner of this competition not only gets a place in the exhibit, but each member will be awarded a $100,000 prize. ||

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

//**By what criteria will student products/performances be evaluated?**// •required elements 20% •clarity and neatness 10% •use of time 15% •cooperation 15% •spelling and grammar 15% || •content 30% •enthusiasm 15% •stays on topic 20% •preparedness 15% •collaboration with peers 10% •speaks clearly 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**