S2+Turcotte+Jordan

=Stage 2 Determine Acceptable Evidence.=

• __ Role __ : You are a cartoonist who absolutely loves, loves, loves the history. You will be creating a comic book for the National Museum of American History, who want to create a more hands-on and interesting approach to showing and teaching history to children. • __ Audience __ : The target audience for your presentation is curators from the National Museum of American History, who wish to create a line of comic books about important eras in American history for the children who visit the museum. • __ Situation __ : The context you find yourself in is creating a proposal comic book about an era in American history to be published and made available to children who visit NMAH. The era you have chosen is the 1960s. Your comic should represent or lead to a better understanding of the 1960s. Include key events, people, songs, speeches, scientific breakthroughs, etc. and also an explanation of what each item is. • __ Product/Presentation: __ You will use Comic Life to create a comic book proposal. Your comic will be submitted to the NMAH curators after a brief presentation explaining your storyline and which artifacts you chose to include. • __ Standards __ (criteria from both rubrics): -__Product:__ Spelling and Grammar, Clarity and Neatness, Content, Use of Time, Artifacts, and Storyline. -__Presentation__: Content, Preparedness, Comprehension, Storyline and Artifacts, Time Limit, and Volume. ||  • Work Samples- Students will create a brochure about one major organization or group from the 1960s. Students will complete a WebQuest about the Vietnam War and debate among Americans. Students will create the front page of a newspaper based on one year during the 1960s. Students will analyze and present about a protest song from the 1960s. Students will create a diary or journal, assuming the persona of an important or famous person during the 1960s. Students will write an essay wrapping up the unit, describing why the 1960s are an important time in American history, or why they believe it isn't an important time in American history. Students will also complete a performance task relating to the 1960s in general. • Students will be graded on assignments using checklists that describe the requirements. ||  • Graphic Organizers: students will use graphic organizers when recording notes and research in class and for assignments. • Dialogues: class and group discussions about certain events, ideas, and people of the 1960s. || = =  = = =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 *  • __ Goal __ : Your task is to create a comic book, complete with a story-line and at least five items, events, songs, speeches, organizations, etc. that you believe represent or embody the 1960s. You will also explain what those items, events, songs, speeches, organizations, etc. are and how they are important to understanding the 1960s. From completing this, you will gain knowledge about the many social, political, and cultural aspects of the Sixties.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Worksheets- Students will use various teacher created worksheets when outlining ideas and recording information for numerous assignments and assessments.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 *  • Students will use blog postings to discuss and reflect on information supplied during class about major events, popular culture, organizations, Civil Rights, the Vietnam War, etc.

//**What understandings/goals will be assessed through this task?**// **(G)** (Look at the 1960s as a whole) || • Maine Learning Results: Social Studies E. History E1. Historical knowledge, concepts, themes, and patterns ||
 * Understanding || Goal (MLR) ||
 * • The 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change

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? (Impact of key events, music/popular culture, organizations, and people) ||
 * Big Idea || Big Idea ||
 * • Key events, music/popular culture, organizations, and people || • Why the 1960s were such an important time in American history

//**Through what authentic performance task will students demonstrate understandings?**// The National Museum of American History in Washington, D.C. has reached out to the cartoonist of America! Visitation to the museum is at an all time low and they need your help! They wish to create a series of comic books that will teach children about important eras in American history in a way that will be appealing to the children of today and are creative, interesting, and engaging. Your job, as one of the top cartoonists in the country, is to create a proposal to be presented to a panel of curators from NMAH. As someone who absolutely loves, loves, loves history, especially the 1960s, you decide to create your proposal comic book on the Sixties and include key events, people, organizations, political leaders, music, speeches, etc. The comic should lead to a better understanding of the 1960s. You want to make children who visit the NMAH learn what it was like and what it meant to experience the Sixties. If the curators like your proposal, you will be creating the entire line of era-based comic books. You are competing against other cartoonists in America, so be creative, have fun, and prepare to show these curators what the 1960s were all about!
 * //**Task Description:**// **(T)** ||

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

//**By what criteria will student products/performances be evaluated?**// •Clarity and Neatness 20% •Content 30% •Use of time 5% •Storyline 20% •Artifacts 20% || •Content 30% •Preparedness 20% •Comprehension 20% •Storyline and Artifacts 20% •Time Limit 5% •Volume 5% ||
 * Product Criteria || Presentation Criteria ||
 * •Spelling and Grammar 5%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**