S2+Towle,Matthew+Raymond

=Stage 2 - Determine Acceptable Evidence.=

•Cartoon or diagram explaining an enduring theme from this time period. •In class debate regarding a controversial topic. •Find a speech on youtube and research critiques/appraisals. •Current events connection to past using Glogster. •Online discussion board. || •In-class discussions following assigned readings/other projects. •Students will complete a self-assessment form following completion of the Newspaper Article project. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: You will be interviewing an important figure from this time period for an upcoming radio show.**
 * Role: You are a radio DJ given an assignment to find the most interesting historical figure to interview.**
 * Audience: Your interview will be broadcast to the entire listening population.**
 * Situation: Your audience will be voting for the most interesting and exciting interview they hear.**
 * Product/Presentation: Your product will be a podcast interview created using GarageBand or another audio recording program that answers the following questions: (1) Introduction: Name, title, place of origin, country association. //(2)//** **What are a some (two from the timeline) of your greatest achievements?** //**(3)(4)(5) At least two questions of your own**//**. Prior to sharing your product you will present your main ideas to the class (6) explaining your timeline as well as answering the following questions: (7) //Why did you choose this character? (8) How did you come up with your questions?// Prior to the creation of your podcast interview, you will create a timeline of important events in your character's lifetime using the following template. At least two of these events will be included in your answer to Question 1.**
 * Standards (Criteria from both rubrics - product and presentation): Presentation: //Stays on Topic (15%), Amount of Information (15%), Speaks Clearly (20%), Content (20%), Preparedness (20%), Listens to Peer Presentations (10%).// Product: //Fits Role (10%), Consistency of Voice (10%), Sources (20%), Timeline (20%), Content (20%), Organization (20%).//** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •PreZentit displaying similarities/differences between democracy/communism.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Wikispace discussions about certain events during this time period.

//**What understandings/goals will be assessed through this task?**// **(G)** E1 Historical Knowledge, concepts, themes and patterns. ||
 * **Understanding** || **Goal (MLR)** ||
 * •The Concepts/Nuances of the Post-War U.S. affect the world today. || •Maine Learning Results: Social Studies - E. History.

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** ||
 * •"...Post-War U.S. 1945-1961" || •Study of various sources. Evidence can support multiple interpretations. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * //**As one of the foremost and hip radio DJs in the town of Farmington you have been given a special task. You are to research an important historical figure from 1945-1961 and conduct an "interview" with him/her on air. This interview will be broadcast to all of your listeners. However, other DJs have been given this same assignment. When your listeners hear the interviews they will be calling in on a special line to vote for the most interesting/exciting interview.**// ||

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

//**By what criteria will student products/performances be evaluated?**// •Consistency of Voice (10%) •Sources (20%) •Timeline (20%) •Content (20%) •Organization (20%) || •Stays on Topic (15%) •Amount of Information (15%) •Speaks Clearly (20%) •Content (20%) •Preparedness (20%) •Listens to Peer Presentations (10%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Fits Role (10%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**