S2+McDaniel,+Scott

=Stage 2 - Determine Acceptable Evidence.=

Product: Content, Audio Quality, Video Quality, Storyboard, Credits. Presentation: Preparedness, Attire, Enthusiasm, Posture and Eye Contact, Respect for Questions and Comments, Speaks Clearly. || •Reproduce in your own words the key events of the Industrial Revolution in a blog. •You are a person living during the Industrial Revolution, write me a letter (blog) telling about yourself and important events that happened. •Use google earth to map cultural, economic, and population flows in the United States during the Industrial Revolution. •Make an iMovie that is a day in the life of an early 20th century industrial worker. •As part of a WebQuest, find a piece of legislation that was enacted as a result of the Industrial Revolution, the WebQuest will lead students to discussing how they are effected by the laws. || •take a written pre-assessment telling me what your preconceptions are of the early 20th century at the beginning of the unit. =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your task is to analyze the economic and cultural changes of the Industrial Revolution and its effects on the people of that era, and today.
 * Role:** You are a typical American factory worker during the Industrial Revolution.
 * Audience:** The target audience is the Lewiston Historical Society. You must convince them to accept your documentary to show at their new museum.
 * Situation:** The context you find yourself in is either as one of the "losers" of industrial development a poor industrial worker in Lewiston, Maine.
 * Product/Presentation:** You need to develop a presentation, as a team or alone, that utilizes imovie, garage band, or similar product to tell us about your daily life.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Create a radio broadcast about some of the key event of the Industrial Revolution.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •blog: Write letters as someone living during the Industrial Revolution to me, I will respond with questions and comments. ||
 * •at the beginning of each class students will take a short 5-8 question quiz about what we will be going over at the end, we will "discover" the answers to the questions. ||

//**What understandings/goals will be assessed through this task?**// **(G)** E1 b || 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?
 * **Understanding** || **Goal (MLR)** ||
 * •There were many cultural and economic effects of industrial development in the United States. || •Maine Learning Results Social Studies
 * **Big Ideas** || **Big Ideas** ||
 * •Industrial Revolution || •Cultural and economic effects of the Industrial Revolution ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Lewiston Historical Society has asked you to create an outline of a documentary and act it out on camera. You are to assume that it is 1907 in Lewiston, Maine and you are a worker at the Bates Mill textile factory. Your mission is to create a documentary for the historical society's new museum. The board of directors wants the documentary to take students through a day in the life of one of the cities many factory workers during the Industrial Revolution. You are to express the difficulties that you and your family face as well as some of the joys that you experience by working at the Bates Mill. Please be concise. Remember, this is NOT a final video, the historical society simply wants your idea for what the documentary will look like. The winning submission will be created by a professional movie making company and acted out by professional actors. ||

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

//**By what criteria will student products/performances be evaluated?**// •Video Quality 10% •Audio Quality 10% •Evidence of plainning 15% •Originality 5% •Credits 10% || •Preparedness 30% •Attire 15% •Enthusiasm 15% •Eye Contact 15% •Respect for Questions and Comments 15% •Speaks Clearly 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 50%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**