S2+Conway,+Amelia

=Stage 2 - Determine Acceptable Evidence.=

****Product/Presentation:**You will be expected to complete four journal entries that will provide a detailed account of life before, during, and after the Great Depression. Those diary entries should be typed up, or written out in rough draft form before creating a slideshow/podcast in Garage Band using each entry. Also, you will need to write up a one page character sketch that gives information about the life of your character. (remember, the life of your character is completely made up-by you-, however the character's life must be historically accurate) At the conclusion of this project, you will present your character sketch to the class in a short presentation, followed by a presentation of your diary entries (in garage band). Oral Presentation- Preparedness-10%, Content-30%, Speaks Clearly-10%, Topic-20%, Listens to Presentations-10%, Time Limit-20%. || •**Timelinemaker.com**- Create a sequence of BIG events from the stock market crash to the New Deal, and everything in between. Provide a brief explanation of every event on the timeline. •**Second Life**- With a partner, use the simulation program to experience life during the GD. •**Inspiration**- Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. •**Globster**- Create an collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act. Students will then present their collage to the class by explaining why they chose to put certain pictures on their poster (in other words, explain the New deal/Monetary policy/Gold Standard Act with pictures). •**PowerPoint**- Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD. and what precautions do we as a country now take to prevent another GD. ||
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:**You will travel back in time to the 1920's &1930's. You will be asked to keep a journal of your life starting from before the depression, throughout it, and after. The journal should be an account of everyday life during that time period, including activities, hobbies, and most importantly, the economic, social, and political events of the time:Tell me what was going on in the 1920's and 30's. Be imaginative, but also, be historically accurate.
 * Role:**Assume the role of an individual that lives during the Great Depression, and journal about your personal life, regarding the culture (what hobbies and activities are you involved in), and what the economy, politics, and other social events are like. You may live anywhere in New England or in The Carolinas, New Jersey, Georgia, Florida, or Virginia. Remember to research your state during the Great Depression because the depression affected different states in different ways. This is your chance to be somebody you're not, so get creative, and also accurate according to history.
 * Audience:**The Congress of the United States of America, and the Department of the U.S. Treasury needs to comprise a system or set of systems to ensure that America will not enter another depression like the Great Depression. To do so, they will sort through each of your journal entries to find out why the first depression started, and what was done to resolve the problems that arose from it.
 * Situation: T he government will sort through each of your journal entries to find out why the first depression started, and what was done to resolve the problems that arose from it.
 * Standards (Criteria from both rubrics - product and presentation):**Product- Purpose-20%, Soundtrack-5%, Images-5%, Content-40%, Duration of Product-10%, Conversational Style-20%.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •**Comic Life**- Research a country in Europe to find out how the depression in America had an impact on that country. Or find out if the European country of your choosing was in a depression all of their own.
 * Student Self-Assessment and Reflection**

•Blank work sheets will be provided for students to keep track of vocabulary, events, and people. The worksheets will contain only the names of the events, people and vocabulary that correspond with the Great Depression, and students will be responsible for filling in the definitions, and explanations either by reading the chapter/s assigned, and class discussion. •Question of the Day- A question will be given each class, reviewing what was taught the previous class. || =Assessment Task Blue Print=
 * **Self-Assessment** **(SA)** ||
 * •Students will write a brief essay following each lesson, describing the major points of the lesson. ex.(who, what, where, when, why, and how)

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •The Great Depression of 1929 was triggered by: the stock market crash and soon after, the Smoot-Hawley Tariff. Students will also understand the recovery process of the Great Depression (New Deal, Monetary Policy, and the Gold Standard Act. || •Social Studies:History-E1 ||

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** ||
 * •Great Depression || •Causes and Recovery of the Great Depression ||

//**Through what authentic performance task will students demonstrate understandings?**// The Congress of the United States of America, and the Department of the U.S. Treasury are in need of a system or set to ensure that America will not enter another depression like the Great Depression based on how the depression came about and was handled in the past. To do this, the government is sending YOU back in time to the 1920’s & 1930”s to re-live the Depression. You will assume the role of an individual that lives during the Great Depression, You may live anywhere in New England or in The Carolinas, New Jersey, Georgia, Florida, or Virginia. You will be asked to keep a journal of your life starting from before the depression, throughout it, including the recovery process. The journal should be an account of everyday life during that time period, including activities, hobbies, and most importantly, the economic, social, and political events of the time: Tell me what was going on in the 1920's and 30's. Be imaginative in terms of your character’s life, but also, be historically accurate in terms of what types of things were going in the 20’s & 30’s. Remember to research your state during the Great Depression because the depression affected different states in different ways. This is your chance to be somebody you're not, so get creative, and also accurate according to history. ||
 * **Task Description:** **(T)** ||

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

//**By what criteria will student products/performances be evaluated?**// •Content-30% •Speaks Clearly-10% •Topic-20% •Listens to Presentations-10% •Time Limit-20% || •Conversational Style of Speaking-20% •Time Limits-10% •Content-40% •Images-5% •Soundtrack-5% •Purpose-20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Preparedness-10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**