S2+Quinlan,+Diana

=Stage 2 - Determine Acceptable Evidence.=

• **Webquest:** Students will create webquests which critique how key revolutionary leaders effected the development of the United States. • **Comic Life:** Students will use comic life to exhibit ways in which independence changed the way colonists conducted business nationally and internationally. • **Garage Band**: Students will use garage band to analyze the role of revolutionary leaders. • **I-Tunes**: Students will use i-tunes to find songs related to revolutionary values. • **Blog**: Students will blog about how independence changed colonist's business practices. || • **Discussions:** Discuss what you learned over this unit and whether it was helpful or not. • **Check List:** Check off every thing you have learned over the course of this unit. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Demonstrate knowledge of the Revolutionary War by talking about ideas which originated during that time, key leaders, and how independence changed the way colonists conducted themselves.
 * Role:** A patriot of loyalist from the Revolutionary War.
 * Audience:** The board of directors for the Regis and Kelly talk show.
 * Situation:** The set of a modern, American talk show.
 * Prodct/Presentation:** an I-Movie
 * Standards (Criteria from both rubrics - product and presentation):** **I-movie:** Storyboard/planning 20%, research 20%, teamwork 20%, camera/images 20%, light/sound 10%, and credit section 10%. Oral Presentation: Enthusiasm 20%, content 20%, volume 10%, preparedness 20%, group work 20%, and time limit 10%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • **I-Movie:** Students will use i-movie to prove that ideas which originated during the revolution are still valued today.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • **Pre/Post:** Use a brainstorming web to show everything you know about the Revolutionary War./ Fill in the graphic organizer using you new knowledge of the Revolutionary War.

//**What understandings/goals will be assessed through this task?**// **(G)** E: History 1: Historical knowledge, concepts, themes, and patterns. ||
 * **Understanding** || **Goal (MLR)** ||
 * • Independence shaped the way colonists governed themselves. || • 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** ||
 * • American Revolutionary War 1754-1783 || • How this impacted the United States today. ||

//**Through what authentic performance task will students demonstrate understandings?**// Regis and Kelly are going to be doing a show dedicated to the American Revolution in honor of “learn history week”. They will be discussing values which originated during the mid to late 1700’s which are still valid today, analyzing the actions of key revolutionary leaders, and discussing ways in which independence changed the way colonists conducted business. Regis and Kelly feel the audience would be more interested in the program if they were able to interview people from the revolution. Your job is to take on the role of either a patriot or a loyalist from the American Revolution who has been magic whisked onto the set of Regis and Kelly in present day America. Using an I-movie you are going to work in small groups to try and convince the Regis and Kelly board of directors that you know all this information and would be a good, interesting candidate to be interviewed on the show. There are just a few small problems though. Remember the board of directors already know the outcome of the war, and don’t forget that a member of the other side of the war is trying to convince the board that they are a better candidate than you are. You are only allowed to return to the 1700’s after you audition for the show. Good luck!
 * **Task Description:** **(T)** ||

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

//**By what criteria will student products/performances be evaluated?**// • Research 20% • Team Work 20% • Light/Sound 10% • Camera/Images 20% • Credit section 10% || • Enthusiasm 20% • Content 20% • Volume 10% • Preparedness 20% • Collaboration 20% • Time limit 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Storyboard/ Planning 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**