S2+Simmons,Darcie+Jane

=Stage 2 - Determine Acceptable Evidence.=

Presentation: content (30%), enthusiasm (10%), stays on topic (20%), preparedness/attire (10%), collaboration with peers (15%), and speaks clearly (15%). Product: content (25%), design/creativity (20%), planning/research and notes (15%), media quality (20%), organization (10%), and teamwork (10%). || •Google Sketch-Up: create a diorama using Google sketch-up to show the different things the Romans built. •Glogster: make a poster on Glogster about a specific person, their life, their role in society, and what they accomplished. •Comic Life: make a comic life that tells the story of the creation of Romes political system. •Podcast: create a song or rap about the achievements the Roman Empire had. •Website: make an interactive website that compares and contrasts the Roman political system to the United States political system. •Report: write a report on a famous figure during the Roman Empire. || •Class Discussion: In class, the students will have class or group discussions about the previous nights homework or reading. •Quiz: students will take a quiz halfway through the unit, so their knowledge of the unit can be checked. •Self-Assessment: at the end of the unit the students will do a self-assessment reflecting on how they think they did on this unit. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The students task is to take the assigned class system in the Roman Empire and provide a synopsis and the role of the class system.
 * Role:** The student will someone from the Senatorial class, Equestrian class, the Commons, slaves, or the Emperor.
 * Audience:** The students clients will be a board of contest judges from The Museum of Natural History
 * Situation:** The challenge involves entering a contest that the Museum of Natural History is holding.
 * Product/Presentation:**The student will create a museum box to submit to the museum contest.
 * Standards (Criteria from both rubrics - product and presentation):** Rubric (6 criteria)
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie: make a movie of Roman society and what life was like for the Romans.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-Assessment: students will take a pre-assessment at the beginning of the unit, so the teacher can know how much they know about the Roman Empire

//**What understandings/goals will be assessed through this task?**// **(G)** E. History ||
 * **Understanding** || **Goal (MLR)** ||
 * •Students will understand that the Romans built one of the best and longest lasting society's history has ever seen. || •MLR - Social Studies

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 Roman Empire || •Political System, Roman Society, Roman Achievements. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Congratulations! Now that you have just successfully completed gathering knowledge about the Roman Empire, you have been presented with a task from the Museum of Natural History in New York City. They are holding a contest for aspiring young historians. They want an exhibit on display from the Roman Empire that demonstrates their class system, and what it was like within that class system. They have heard that as a class we have just learned all about the Roman Empire, and wants you all to create this exhibit. You will be split up into groups, (one person for each class), and compete against each other for the win. The museum wants the exhibit to be interactive and engaging. The classrooms submissions will be judged before a board of contest evaluators. The group that wins this contest will have their exhibit on display at the museum for a time period of six months. Good luck to all! ||

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

//**By what criteria will student products/performances be evaluated?**// •Design/Creativity 20% •Planning/Research and Notes 15% •Media Quality 20% •Organization 10% •Teamwork 10% || •Content 30% •Enthusiasm 10% •Stays on Topic 20% •Preparedness/Attire 10% •Collaboration with Peers 10% •Speaks Clearly 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**