S2+Lebel,+Chelsea

=Stage 2 - Determine Acceptable Evidence.=

Presentation: Content-40%, Vocabulary-20%, Speaks Clearly 10%,Posture and Eye Contact-10%, Preparedness- 10%, Enthusiasm-10% Product: Content-50%, Spelling and Grammar-30%, Copyright-5%, Links-5%, Graphics-5%, Interest-5% || •**Comic Book**: students use Comic Life to create a book that tracks the development of the American political system •**Timeline**: students will create interactive timelines about the causes and course of the American Revolution •**Persuasion Map**: students will create a persuasion map to outline for a debate about colonial and post-colonial political systems •**Blogs:** students will create blogs to show the influences of the American Revolution •**Glogster**: students will create digital propaganda posters to reflect the consequences of the American Revolution || •**Checklists**: students will be given periodic checklists to track their progress and to identify where they are on projects •**Blogs**: students will write reflective blogs to demonstrate understandings and pose questions that they might have || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:**To create an interactive online exhibit about the American Revolution for the Smithsonian
 * Role:**A new team of historians at the Smithsonian Institute tasked with creating a new online exhibit
 * Audience:**The new curator and the Board of Directors
 * Situation:** The museum is looking to expand it's website to include online exhibits
 * Product/Presentation:** A interactive wiki to teach people about the American Revolution
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •**Podcast:** students create a podcast describing the influences of social contract theory on the American Revolution
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •**KWL**: students will complete a KWL chart to show where students knowledge level is located and to describe where students would like to go with the Unit

//**What understandings/goals will be assessed through this task?**// **(G)** E: History E1 ||
 * **Understanding** || **Goal (MLR)** ||
 * •The causes, course and consequences of the American Revolution || •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 Revolution
 * Political systems || * Influences
 * Cause and Effect ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are part of a new team of historians at the Smithsonian Institute. The Smithsonian is looking to upgrade its website to include interactive online exhibits. On behalf of the Board of Directors, the new curator has tasked your team with creating the first interactive online exhibit for the website about the American Revolution. The exhibit must demonstrate full understanding of the American Revolution and must be interactive and informative. The exhibit must also represent a particular point of view of the American Revolution. The online exhibit will be presented to the curator and Board of Directors for a decision on whether online exhibits are advantageous for the Smithsonian. It is your job to convince both the curator and the Board of Directors that online exhibits are the new great thing. ||

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

//**By what criteria will student products/performances be evaluated?**// •spelling and grammar •links •copyright •interest •graphics || •prepardness •content •posture/eye contact •enthusiasm •vocabulary •speaks clearly ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**