S2+Cyr+Geoffrey

=Stage 2 Determine Acceptable Evidence.=

Role: a person (or persons) of a particular class/ethnicity/race/gender of people impacted by the Progressive Era, a "muckraker," OR a political or grassroots reformer, and a journalist. Audience: listeners to the popular 7 pm radio newscast program on KYW, Chicago's first radio station (the class). Situation: United States, 1920's, looking back on the Progressive Era. Product/Presentation: Audio recording. Standards (criteria from both rubrics): Product: Content, Time Limit, Script, Graphic Organizers Oral Presentation: Evaluation of Peers, Collaboration with Partners, Peer Conferencing, Respect for Classmates, Staying on Topic || Debate: students will hold a debate over whether 2008 presidential candidate John McCain is/was a "Theodore Roosevelt" Republican. Wikispace (Jigsaw): students will create a Wikispace page with links and media documenting nationalism and immigration during the Progressive Era. Essay, song, poem, picture, or photo slideshow with captions about living and working conditions in inner city slums before and during the Progressive Era. Blogs: students will be blogging throughout the unit on how they would have been impacted by the Progressive Era and making connections with how it impacts them today. || •Journal entries: students will have the opportunity to reflect on their learning experiences in their journals at the end of every class. •Group project reflection: Students will evaluate themselves and their group members at the end of the project. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: to analyze the political and social changes and reforms of the Progressive Era and its effects on various groups of people.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * Dialogues: class discussions throughout the unit
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Diagnostic pre-assessment: students will brainstorm what they know about the Progressive Era in a think-pair-share fashion.

//**What understandings/goals will be assessed through this task?**// **(G)** •the Progressive Era was a response to the Industrial Revolution that followed the Civil War, which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business. •the Progressive movement had some serious limitations, however, as it was tainted with sexist, racist, and nationalist overtones. || •Social Studies E. History Grade 9-diploma Progressive Era, 1890-1914 Analyze and critique historical eras ||
 * Understanding || Goal (MLR) ||
 * •the Progressive Era took shape in a variety of different forms at a variety of different levels.

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 Idea || Big Idea ||
 * •Political change || •Social change ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * It is 1926, and KYW, Chicago's first radio station, has decided to broadcast a special edition of its popular 7 pm newscast about the Progressive Era, titled "The Progressive Era from the People who lived it." The program's producer has asked that the hour-long program be divided into six 8-10 minute segments, each focusing on a particular aspect of political or social change in the Progressive Era. These include: immigrants; local or state politicians; federal politicians; women; grassroots reformers; and "muckrakers." KYW takes pride in having some of the finest journalists in the radio industry, and so they have selected you for this special report. As journalists for the station, your task is to interview one or more people in the group assigned to you from above, and provide a brief overview of the era as they and others experienced. You will be grouped in pairs of 2-3; one person in the group will serve as the reporter, and the others will assume the role of the people being interviewed. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Garage Band/audio recording || •Oral presentation ||

//**By what criteria will student products/performances be evaluated?**// •Time Limit (20%) •Sound Quality (5%) •Graphic Organizers, Scripts, and Other Drafts (20%) •Process and Presentation (see other rubric (10%)) •Use of Pictures in Final Product (5%) || •Evaluation of peers (10%) •Collaboration with peers (30%) •Peer conferencing (30%) •Respect for classmates' presentations (10%) •Posture (10%) •Stays on topic (10%) ||
 * Product Criteria || Presentation Criteria ||
 * •Content (40%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**