S2+Yeomelakis+Jenna

=Stage 2 Determine Acceptable Evidence.=

Role: You and your partner are German Citizen/Soldier Remembrance Committee Members. Audience: Your audience is surviving victims of the Holocaust who want to know why you did nothing to help/stop Hitler and your fellow countrymen in the Holocaust genocide. Situation: Persuade the victims that you inactively resisted Hitler's movement and that you genuinely wanted to help using information gathered about Holocaust events, ideologies, fears, etc. Product/Presentation: You will gather information about the Holocaust and write a script of an interview discussing your helplessness in Hitler's movement. Using this information, you will assemble an interview 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: enthusiasm 10%, preparedness 25%, speaks clearly 10%, attire 5%, collaboration with peers 25%, and originality 25%. The product rubric also has six parts: content 25%, follow-up questions 25%, resources 5%, creativity 5%, written script 25%, and formatting and editing 15%. || •Create an iMovie of the interview. •Wikispace- Post a discussion on the class wiki debating whether or not the countless number of German citizens were right in not actively resisting the Holocaust and Hitler's movement. || •Discussions: Students will have daily discussions in class to see where they are in their learning at certain given points in the unit. •Blogs: Students will write journal entries in a blog about their feelings and emotions throughout and during the unit. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your task is to create a video interview to persuade surviving victims of the Holocaust and the world that you inactively resisted Hitler's movement and the Holocaust, but was helpless due to fears and repercussions.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Write a script between an interviewer and a German citizen or soldier giving the reasoning, fears, events, and ideologies of the Holocaust that helped you decide to inactively resist Hitler's movement.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Pre-assessment: Students will take a "test" to determine what they already know about the Holocaust.

//**What understandings/goals will be assessed through this task?**// **(G)** E1. Historical knowledge, concepts, themes, and patterns. ||
 * Understanding || Goal (MLR) ||
 * •How the major events, enduring themes, and turning points of World War II affected the Holocaust. || •Social Studies

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 ||
 * •The Holocaust || •The effects ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The President of Germany has just asked YOU- members of an elite German Holocaust Remembrance Committee- to commemorate the Holocaust by giving an interview that will be internationally televised! The interview will take place in Berlin and the President has given you a tight deadline for your interview to be filmed on an iMovie and presented in the news. This is your chance to show Holocaust survivors and the world that you inactively resisted Hitler's movement and you were afraid to provide aid to the Holocaust victims. Be sure to include your reasons and fears while providing Holocaust ideologies, events, and punishments to back up your reasoning. Show the world that there is a completely different perspective of the Holocaust! This is your chance to tell your story and to warn the whole entire world how to avoid another horrific tragedy like the Holocaust. ||

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

//**By what criteria will student products/performances be evaluated?**// • Resources 5% • Follow-up Questions 25% • Creativity 5% • Written Script 25% • Formatting and Editing 15% || • Enthusiasm 10% • Preparedness 25% • Speaks clearly 10% • Attire 5% • Collaboration with Peers 25% • Originality 25% ||
 * Product Criteria || Presentation Criteria ||
 * • Content 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**