S2+Allshouse+Jason

=Stage 2 Determine Acceptable Evidence.=

them that the United States is still a superpower even with its current problems. __Role__: You and your partner are the U.N. ambassadors from the United States. __Audience__: Your audience is your fellow U.N. ambassadors who need to be reassured that the United States can still handle leading. __Situation__: You must prove without a doubt that the current U.S. problems are fixable and will not affect your country's ability to lead. __Product/Presentation__: You will gather information and write a summary of the concerns/issues that face the United States. Using this information, you will assemble a documentary using imovie. __Standards (criteria from both rubrics):__ The task has two rubrics, one for presentation and one for the product. The presentation rubric has six parts: preparedness 20%, attire 5%, content 40%, posture and eye contact 5%, persuasiveness 10%, listens to others 20%. The product rubric has six parts: historical accuracy 35%, videography 15%, sound quality 5%, preparation 15%, Team Work 10%, required elements 20%. || •**Blog/role play**: Assume the role of an ordinary German Soldier; discuss how/why you would stop/ignore the Holocaust. Final piece is to put together a blog and other students will comment. •**Powerpoint**: Create a venn diagram comparing/contrasting Adolf Hitler and Joseph Stalin. Use powerpoint to show what you have learned. The powerpoint will have video, music, and links. **Essay**: There will be a debate over whether or not the Great Depression and its after effects prevented the United States from going to war. Students will compose an essay outlining their stance in a clear cut fashion. The essay will then be posted to the wikipage and other students will comment. **Comic Life**: Students will pick a person from the era to research. The next step is to write up a summary of information and facts about the person. For the last piece, the students will then take that information and bring it to life using Comic Life. **Imovie**: Students will be asked to put together a “State of the Union” report that details the issues affecting the United States. Once that information is gathered, students will use imovie to give their speech, similar to what the President does. || •Quizzes: Students will take non-graded quizzes to see where they are in their learning at given points in the unit. •Blog: Students will blog about their thoughts and emotions that they feel during the unit. Check-list: Students will look over their assignments using the check list to make sure everything is present. Progress chart: Students will fill out progress charts to chart where they are and how close they are to finishing goals. Student Rubrics: Students will be asked to fill out the rubric before passing in an assignment to see where they think their project is. Peer Response Edits: Students will read what their peers commented on, and then add more things where necessary. Fact Check: Students will be asked to look over their facts to make sure that they are accurate. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * __Goal__: Your goal is to create a video documentary and present it to your fellow ambassadors that will convince
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •**Radio Show**: Research and discuss the Marshall Plan aspects; Use Garage Band to record what the meeting was like.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Pre-assessment: Students will take a "test" to determine what they already know about World War II.

//**What understandings/goals will be assessed through this task?**// **(G)** before the war to becoming the world's superpower by war's end. || • Social Studies E1. Historical knowledge, concepts, themes, and patterns. b. analyze and critique historical eras. ||
 * Understanding || Goal (MLR) ||
 * •How the United States went from an ordinary country

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 ||
 * • World War II || • The United States as a superpower ||

//**Through what authentic performance task will students demonstrate understandings?**// As you are well aware, our country is in serious trouble right now. We are in the midst of a terrible economic recession; we are busy fighting two wars overseas, and we have a badly damaged reputation. I recognize that I have painted a very bleak picture of our current state of affairs, but I strongly believe that we can overcome these problems. I am requesting that you go to the United Nations meeting, held at the U.N. Headquarters in New York City, and assure the world that the United States will rebuild its reputation and once again lead effectively. The other ambassadors will question if we can overcome our economic problems, responsibly end two wars, and rebuild our reputation while still changing the world for the better. I suggest that you put together a report detailing the issues and our solutions and assemble it in a documentary format using imovie.
 * //**Task Description:**// **(T)** ||
 * Dear Ambassadors,

Thank You and Best of luck,

Sincerely, Mr. President ||

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

//**By what criteria will student products/performances be evaluated?**// • Videography 15% • Sound Quality 5% • Preparation 15% • Team Work 10% • Required Elements 20% || • Preparedness 15% • Attire 5% • Content 40% • Posture and Eye Contact 5% • Persuasiveness 10% • Listens to others 20% ||
 * Product Criteria || Presentation Criteria ||
 * • Historical Accuracy 35%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**