S2+Pelletier+Jennifer

=.Stage 2 Determine Acceptable Evidence.=

Role: You are an eyewitness to the Civil War. Audience: A group of historians who are writing a text book want to analyze your version of what happened. They are interested in funding a new movie about the Civil War to put as a special feature in the textbook. Situation: What you have to say about the Civil War will be published as a documentary and added as a special feature in the next issue of the Mencoe Publishing Company U.S. History textbook to be released in [2011]. Product/Presentation: Your task is to create a historically accurate video documentary designed to explain the who, what, where, why, when, and how of the Civil War. This will be "published". Standards (criteria from both rubrics): Your work will be judged by a group of historians played by the class and myself. Your presentation will be evaluated on the basis of time, speaking clearly, content, collaboration with peers, eye contact, and whether you listen to others during presentations other than your own. Your video documentary will be evaluated on your sited sources, content, presentation, permission asked to use sources, attractiveness, and organization. || • Explain your opinion about the Reconstruction and why you feel that way. Make sure to back up your ideas with factual information. Also, respond to at least three other entries. Use evidence to back up all of your opinions. (blog) • Create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a plantation owner, a plantation mistress, a slave owner) and fully describe what point of view that person might have had about slavery. Use the first person point of view. (Comic Life) • Journal at least four other blog entries for reflective purposes on how you feel you are doing with the unit so far and what you are still confused about. Ex. How do you feel you are doing? What are you still confused about? Where can you find information to help you? How can I help you? What might you do differently next time? || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: In groups of three or four, choose three events or ideas about the Civil War from the given list to recreate in a documentary. Your task as an eyewitness is to give your account of what happened during the Civil War.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Create a map that shows how the war evolved from beginning to end. Include an explanation for what occurred at each location. (Google Earth)
 * You are a soldier in the Civil War. You will complete this webquest: http://www.stonewall.fcps.net/wq/cwwebquest.htm. You will assume the role of a soldier from either the Union or the Confederates. You will write two letters to your best friend. This webquest needs modification. For example, I will not be using Inspiration and I want my students to write more than one letter.
 * Assume the role of someone from the Civil War Era (ex. a woman, soldier, president, citizen, specific person) and explain the role your character would have during the Civil War Era and how they might feel about the war and any other important issues of the time. Pretend that you are being interviewed on a radio talk show. Include dress (ex. if you are a soldier, what color uniform you are wearing), who is in your familly, where you are from, and any outstanding opinions about the war, states' rights, slavery, voting, etc.). Be creative and have fun! (Garage Band)
 * Explain the roles that other countries or territories played in the war, why they got involved, and what happened to them and the U.S. as a result. Be accurate and factual, but feel free to use your creativity to its fill. Also, be appropriate and site your sources! (blog) ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Pre-Assessments throughout the lesssons : How much do you know about the Civil War?

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * • Students will understand that the North and the South had differing opinions about themselves and each other. || • b. analyze major enduring themes, turning points, events, consequences, and people in the U.S. and world during the Civil War and the implications for the present and future. ||

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 ||
 * • Civil War || • Reconstruction ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The Mencoe Publishing Company just fired their top writing team. They are looking for the best of the best to put together the Civil War section of their next history textbook. Guess what? You just happened to live through the Civil War Era and you've got a brand new idea! Who wants to read a boring old textbook? Your task as an eyewitness is to give your account of what happened during the Civil War. In groups of three or four witnesses, choose three events, groups, or ideas from the given list Civil War to recreate in a documentary. A group of historians will analyze your version of what occurred and possibly add it as a special feature in their Mencoe Publishing Company U.S. History textbook to be released in [2011]. The product you present will be an accurate, detailed video presentation. We have to get a move on so that the book can go into printing! ||

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

//**By what criteria will student products/performances be evaluated?**// • Content 60% • Presentation 10% • Permissions 5% • Attractiveness 5% • Organization 10% || • Time-Limit 5% • Speaks Clearly 5% • Content 50% • Collaboration with Peers 20% • Eye Contact 10% • Listens to Other Presentations 10% ||
 * Product Criteria || Presentation Criteria ||
 * • Sources 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**