S2+Martin+Keith

=Stage 2 Determine Acceptable Evidence.=

Role: You are a Historian working for the local Historical Society. Audience: Your clients are the Historical Society. Situation: You must include how things have changed in the areas of transportation, jobs, school, and family life. Product/Presentation: You will create an imovie that includes text, audio, and pictures. Standards (criteria from both rubrics):During the presentation you will be judged based upon content, speaking clearly, volume, staying on topic, enthusiasm and using complete sentences. The project will be graded based upon accuracy of content, graphics, voice and clarity, transitions, script message, and creativity and originality. || • Students will Freewrite/Brainstorm about what they know before and after the unit. • Creation of a KWL chart at the beginning of the unit. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The task is to document how life has changed from the 1800's to today so that people from the future can understand the differences.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * * Completed timeline that includes at least 6 historic people/events in the 1800's (apply)
 * Kidspiration web that includes transportation, jobs, school, and family life today (self-knowledge)
 * Museum Box project that demonstrates what life was like in the 1800's (interpret/explain/perspective)
 * Pixie Slideshow comparing jobs, transportation, school, and family life (interpret/explain)
 * Journal entries about what it would be like to be a kid and attend school in the 1800's (empathy/perspective) ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Discussion/dialogue will happen with each student as the unit progresses to determine current understanding.
 * • Discussion/dialogue will happen with each student as the unit progresses to determine current understanding.

//**What understandings/goals will be assessed through this task?**// **(G)** Students will understand that many inventions and innovations made lives easier and greatly changed existing transportation, occupations, family life, and school. || •E. History Grades 3-5 District Curriculum: SS.3.7 ||
 * Understanding || Goal (MLR) ||
 * • Students will understand that during the 1800's life was very different because it was based on agrarian society.

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 Ideas || Big Ideas ||
 * Pioneer Life

Timelines || Life in the 1800's

Life today ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a historian for the local Historical Society, and your task is to document how things have changed from the 1800's compared to today so that future generations can understand the shifts that have occurred in society. Through your documentation, you will be investigating the areas of transportation, occupations, family life, and school. In order to demonstrate the comparisons that you have discovered, you will be creating a movie that will combine audio, text, and pictures using Imovie. After your video is finished, you will be presenting it to the Historical Society for their use at open houses and educational presentations. ||

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

//**By what criteria will student products/performances be evaluated?**// • Relevant graphics • Voice and clarity • Script message • Transitions • Creativity and originality || • Content • Speaking clearly • Staying on topic • Enthusiasm • Volume • Using complete sentences ||
 * Product Criteria || Presentation Criteria ||
 * • Accuracy of content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**
 * 2004 ASCD and Grant Wiggins and Jay McTighe**