S2+Gauthier,+Andrew

=Stage 2 - Determine Acceptable Evidence.=

•Open-Choice Type II Technology: Students will create a digital story using a type II technology of choice. Alter one crucial event of WWII of your choosing and elaborate on what changes this may have made on the US and world. •Wiki: Students will produce an essay using "whistle stops" to guide them through the process. Students will come up with a WWII themed thesis and post this to the class wiki for approval by the instructor. Students will also post digital versions of their drafts to the wiki for peer editing. Students will submit a final draft in digital form ( a file version) and in written form on the wiki. •Wiki: Students will create a wiki-page concerning an evolution of a democratic constitutional principle. Students will conclude with how you they would change the principle or if they would change it and why. || •Pre-assessment: Students will be pre-assessed prior to the unit to reflect on how much students already know about WWII. •Self-assessment: Students will blog reflecting on the working process, concerns, and strengths of their Webquest products. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Under the pressure of museum staff you are turned on to a project in the WWII exhibit. The staff expects you to create a great presentation about the global socio-political impacts WWII had on the US and world. You will have to get it approved by guests and museum staff in a private presentation.
 * Role:** You are a museum curator looking for a raise and job advancement.
 * Audience:** Guests and museum staff.
 * Situation:** Your movie must be captivating and stirring while displaying profession care for presentation and historical accuracy. You must make your audience approve this as a new piece for the museum.
 * Product/Presentation:** iMovie
 * Standards (Criteria from both rubrics - product and presentation):** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Comic Life: Students will create a Comic Life time line of the events of WWII using primary and secondary sources and appropriate pictures and text.
 * • Comic Life: Students will create a Comic Life time line of the events of WWII using primary and secondary sources and appropriate pictures and text.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Blog: Students will blog an annotated bibliography concerning research for a thesis paper. The instructor will reflect on these through commentary on the blog.

//**What understandings/goals will be assessed through this task?**// **(G)** •WWII had a huge impact on the US and world. || •Maine Learning Results: Social Studies - E1 Historical Knowledge, Concepts, Themes, and Patterns a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future. ||
 * **Understanding** || **Goal (MLR)** ||
 * •Primary and secondary sources are essential in terms of historical studies and research.

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** ||
 * •WWII and the lasting impacts of the era. || •The importance of reliable primary and secondary sources. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Welcome to the world of a museum curator! You love your job at the Smithsonian and are always ready to take on the challenges of the day. Today, you are approached by the highest authority of the museum. He is concerned that the lack of fresh material in the WWII section is turning guests away. He is asking you and other curators to pair up and compete with one another in creating a new video display discussing the world-wide impacts of WWII. If your display is approved over others by a panel of guests, staff, and museum authority, you are looking at a raise and a promotion. This is just the opportunity you have been waiting for. Time to make a smash-hit display to captivate and stir the audience into crowning your video display the winner and new addition to the exhibit! Best of luck! ||

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

//**By what criteria will student products/performances be evaluated?**// •Sources •Presentation •Mechanics •Attractiveness •Presentation Length || •Speaks Clearly •Enthusiasm •Volume •Attire •Time-limit •Posture and Eye Contact ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**