S2+Malbon,+Jason

=Stage 2 - Determine Acceptable Evidence.=

•WebQuest - Follow population shift from rural to urban areas and the significance. •Comic Life - Tell a story about one of the court cases. • Before and after self check - A list provided by the teacher so students can refine knowledge • Blog entry summarizing what you learned about the three essential questions || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** You goal is to design an exhibit on the the 1920's for a new collection in the Smithsonian Museum.
 * Role:** You are a group of historians competing with other historians to win your place in the museum's collection.
 * Audience:** Smithsonisn Museum board of directors.
 * Situation:** You will present before the board of directors your idea for an exhibit which will showcase key events of the 1920's and give enlightened insite as to whether or not history can repeat itself in key areas.
 * Product/Presentation:** You will present an iMovie feature that will be shown to the board, then explain you idea to them further with an oral presentation.
 * Standards (Criteria from both rubrics - product and presentation):** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie - Students will produce a movie about the life and times of a famous person from the era.
 * Post a reflection on a wiki page about the results of the court case you told about.
 * Find and follow another WebQuest about the 1920's.
 * Glogster map showing population shifts. Blog about what you think its says about the country. ||
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • KWL chart - Students will indicate what they know, don't know and want to know.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •How the 1920's are similar today in public fascination with court cases, famous celebrities and sports figures and prevelance of racism and mistrust of ethnic people. || • E1 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** ||
 * • 1920's events || • Can history repeat itself? ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Smithsonian Museum of Natural History has issued a “call to arms” for any Historian listening. They are budgeting for several new exhibits to be incorporated into new collection that will focus on the question of whether or not the 1920's share similarities to today. Each decade of the twentieth century had its significant changes politically, culturally and in whom we chose to idolize. Often, changes happened for the better, but not always. Can major events and trends of the era repeat themselves today? The museum ultimately wants a collection of exhibits showcasing every decade of the twentieth century. Your team has been given the task of creating an exhibit to be featured in the 1920’s collection. The museum wants not only an exhibit that teaches about that decade, but one that will challenge viewers to ask if we have learned our lessons of history. Can any of those same controversies, mistakes or tragedies happen again today? You will compete with many different groups of historians who also want to win, and win badly. You will present an iMovie presentation to a board of directors who will then choose the best presentation. The winners will have their work featured in the museum and enjoyed by millions of visitors a year. Think of the prestige! ||

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

//**By what criteria will student products/performances be evaluated?**// • Content 25% • Mechanics 10% • Originality 15% • Attractiveness 15% • Workload 15% || • Posture/Eye Contact 10% • Stays on Topic 20% • Prepared 30% • Content 20% • Time-Limit 10% • Collaboration 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Presentation 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**