S2+Mountain,+Ryan

=Stage 2 - Determine Acceptable Evidence.=

•Garageband: students will create a script with a partner showing the colonists reasons for fighting and the reasons for the British. •Comic life: Students will come up with a time line of important events from the American Revolution using Comic life. •Blog: Students will write a blog showing both sides of the American Revolution. •Test: a test covering the whole unit/American Revolution. || •Quiz: This will not be a graded quiz. Students will be asked questions about their classmates projects. •Group Discussion: Students will discuss presentation and talk about the importance of finding the significance of each in character in terms of the American Revolution. •Pre-assessment: A test will be given before lesson to see where students are before lesson is presented. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** is to learn about an American Revolution person and to show his or her's significance and how it impacted the American Revolution.
 * Role:** You are an contestant on a game show American History Hunter and have to choose a person from the American Revolution.
 * Audience:** The audience will be the three judges on the show and as a contestant you will have to show them how your character impacted the American Revolution through significant events.
 * Situation:** You are competing against other contestants to show why your person had the biggest impact on the American Revolution.
 * Product/Presentation:**You will present your reasoning to the judges through an iMovie and a blog entry. The iMovie will be of you dressed as your person and explaining you impact on the American Revolution. The blog will be the script of your iMovie and a picture of you dressed as your person should be included in the blog as well.
 * Standards (Criteria from both rubrics - product and presentation):** Product: content, organization, originality, creativity, credits, storyboard/script and requirements. Presentation: content, preparedness, speaks clearly, creative, organization and vocabulary. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie: Students will make an iMovie as themselves dressed up as your American Revolution person and tell about your impact that you had on the American Revolution.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Blog: reflecting assignment and project.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •The significance of the American Revolution || •Maine Learning Results Social Studies 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?
 * **Big Ideas** || **Big Ideas** ||
 * •American Revolution || •Causes leading up to the American Revolution. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You have been selected to be a contestant on the game show American History Hunter!!! The theme for the show this week is the American Revolution and the producers are asking you to choose a person from the Revolution. The producers are asking you to dress up as your character and get ready to tell the judges how you have impacted the American Revolution and use significant facts that will help you win the game show. The Judges ask that this be done using iMovie to make a video. Also the judges would like you to post your script and picture of you in your costume to the show's blog so that the viewers can get a taste of what the show will be like next week. Try to use five significant facts in your video and be creative if you want to win the show's prize of a historical trip of your choice!!!! ||

//**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?**// •Organization 20% •Requirements 15% •Originality10% •Creativity10% •Credits 10% •Story board/Script 10% || •Content 35% •Preparedness 25% •Speaks Clearly 10% •Vocabulary 10% •Creativity 10% •Organization 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**