S2+Boynton+III,+George

=Stage 2 - Determine Acceptable Evidence.=

Product: Audio Quality/Clearness - 10% •Content - 40% • Volume - 10% •Time Limit - 10% •Role - 10% •Historical Accuracy - 10% Presentation: •Colaboration With Peers 10% •Content 40% •Listens to Other Presentations 10% •Time Limit 20% •Stays on Topic 10% •Comprehension 10% || •Create an IMovie comparing the use of the Japanese in WWI to the arming of Afgans to fight the Soviets. •Help Create a wiki with sources and info about why countries resorted to appeasement. •Use Google Earth to help explore the Japanese Empire and show the perceived American threat. •Use Garageband to record a debate with foreign dignitaries about appeasement. •Watch a movie and using blogging to respond to it and comment on others. || •Quizzes-> Checking knowledge as we go. •Blogs-> Reflections on historical figures and their actions. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The goal iis to create a debate that proves why governments resorted to Appeasment.
 * Role:** Students will take the role of foreign dignitaries.
 * Audience:** The group needs to speak before the League of Nations.
 * Situation:** Students will have to try and place themselves in the mindset of someone in a Pre-WWII world.
 * Product/Presentation:** The finished product will be a recorded debate on Garageband.
 * Standards (Criteria from both rubrics - product and presentation):**•
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •A webquest to explain the Treaty of Versailles
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessments-> Find out students prior knowledge of technology and pre-WW2

//**What understandings/goals will be assessed through this task?**// **(G)** affect Foreign Policies? || •MLR Social Studies-E. History ||
 * **Understanding** || **Goal (MLR)** ||
 * •How did post-war weariness and the Great Depression

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** ||
 * •Appeasement || •Causes and Justification ||

//**Through what authentic performance task will students demonstrate understandings?**// Delegates will debate what is to be done about Hitler and the re-militarization of Germany, a direct violation of the Treaty of Versailles. You must pick out a country to represent (remember, the United States was not a member). Research the stance of the country and depict it. The students debate will be recorded for posterity on the most sophisticated recording device of the time Garageband. We will review these "archived" debates in class. ||
 * **Task Description:** **(T)** ||
 * You will take on the role of delegates from separate nations at the League of Nations.

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

//**By what criteria will student products/performances be evaluated?**// •Content - 40% • Volume - 10% •Time Limit - 10% •Role - 10% •Historical Accuracy - 10% || •Collaboration With Peers 10% •Content 40% •Listens to Other Presentations 10% •Time Limit 20% •Stays on Topic 10% •Comprehension 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Audio Quality/Clearness - 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**