S2+McAfee,+Kristen

=Stage 2 - Determine Acceptable Evidence.=

__Presentation__ – Speaks clearly 20%, Preparedness 20%, Vocabulary 15%, Content 15%, Enthusiasm 15%, Posture and eye contact 15% __Product__ – Historical accuracy 20%, Voice-pacing 20%, Soundtrack-emotion 20%, Professional use of source material 15%, Use of characters 15%, Clarity 10% ||
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** to write and create an audio podcast that conveys a historically accurate story about the reasons for and the impact of early European exploration in the “New World” during the Age of Discovery.
 * Role:** You are an up and coming historian with a desire to be selected by the History Channel for their new “Age of Discovery” podcast series.
 * Audience**: the creators of the new History Channel podcast series “Age of Discovery”.
 * Situation:** The History Channel has decided to branch out from their video and television format and create an entirely new direction with a podcast series designed to target teens and young adults. “Age of Discovery” is the first podcast they would like to stream. The History Channel is looking for a creative young historian to take on this new position. You are eager to become part of the History Channel team and you wish become a pioneer with this new podcast development.
 * Product/Performance:** You will create an audio podcast, using garageband/audacity which conveys a historically accurate story which you have written. The story you write will be about the reasons for and the impact of early European exploration in the “New World” during the Age of Discovery. Vocal and/or lyrical variety is encouraged as well as instrumentation or sound effects which will enhance the story you have written.
 * Standards:**

• Create a ComicLife which demonstrates student’s ability to compare and contrast country and explorer motives for exploration. • Make a Google Map tour that highlights at least one explorer from each of the four countries being studied, stating why, where, when and the result of where he went. • Write a persuasive letter to the ruler or a prominent figure in Europe about your reactions/treatment of the Natives. You may choose to write your letter using magnetic story writer or you can write your letter then create a wordle out of it. • Create a Museum box demonstrating understanding of the nation’s motivations for exploration. || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Create a Glogster that illustrates your learning about Renaissance innovations and ideas and how they aided in the Age of Discovery.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * * ** Pre-assessment ** – (How will you do this?) Students will be given a pre-assessment to determine their knowledge surrounding voyages of discovery to the “New World.” Other pre-assessments will be used throughout the unit for different lessons.
 * ** Self assessment ** – (Rubric, checklist) Student’s will be given rubrics and checklists pertaining to certain projects within the unit.
 * ** Reflection ** – (what has changed? Answer the essential questions) Students will write reflective blog entries throughout the unit. Specific questions are identified within the lesson plans. ||

//**What understandings/goals will be assessed through this task?**// **(G)** • there were only certain European countries exploring and settling the Americas after the late 1400s. • the impact of exploration and settlement was significant for both Europeans AND Native Americans. || E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. ||
 * **Understanding** || **Goal (MLR)** ||
 * •Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance.

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? Cause & Effect || Synthesis Understanding ||
 * **Big Ideas** || **Big Ideas** ||
 * Influences

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The creators of The History Channel are eager to begin streaming their new podcast which will be featured on their website later this year. They are hoping to reach a new audience of teens and young adults. The creators of The History Channel are asking any interested applicants to write and create a podcast about the “Age of Discovery”. You are a historian who would love to become part of the History Channel team. To create this podcast you must make sure that you adhere to the following guidelines:

Write a historically accurate story which follows one European nation. Make sure to include the reasons for the expedition. You are asked to identify who the European ruler is and who the explorer is. Make sure you include why he has been sent and what type of crew and provisions he takes with him. Identify and explain any Native encounters the explorer has in the “New World”. It is important to include the type of impact this explorer has on the Native Americans and the future of the “New World”.

The History Channel anxiously awaits your submission. Good Luck! ||

//**What student products/performances will provide evidence of desired understandings?**// Garageband/Audacity podcast || “Age of Discovery” Product Presentation ||
 * **Type II Product** || **Type of Presentation** ||
 * Age of Discovery”

//**By what criteria will student products/performances be evaluated?**// Voice -pacing: 20% Soundtrack-emotion: 20% Professionalism: 15% Use of characters: 15% Clarity: 10% || • speaks clearly: 20% • preparedness: 20% • vocabulary: 15% • content: 15% • enthusiasm: 15% • posture and eye contact: 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * Historical accuracy: 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**