S2+Fitzgerald,+Sean


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal**: To make a video accurately depicting Napoleon Bonaparte and his rise/fall to power.
 * Role**: You are a movie producer creating a film on Napoleon Bonaparte.
 * Audience**: Movie critics judging your movie
 * Situation**: You are creating a movie about Napoleon Bonaparte. This movie is a biography of Napoleon Bonaparte, accurately depicting his life and his influence in French reform, conquest, and eventually his fall to power, brief rise to power, and final fall from power.
 * Product**: You will create a movie that depicts the life of Napoleon Bonaparte. It should include mainly his military history, his rise to Emperor, his first fall, and his second rise to/fall from power.

Presentation-Creativity, Stays on Topic, Self-Evaluation, Peer Evaluation, Presentation, Script || • Garageband • Comiclife • Blogs • MP3 • ebooks || • The class will act as the movie critics, and rate their classmates like critics, grading them on how historically accurate the product was and how interesting and creative it was. • Students will do a final piece on what they would change in their project, change to the assignment, and what would have made their project more effective. || =Assessment Task Blue Print=
 * Standards**: Product-Content, Sequence of Events, Understanding, Events and People, Accuracy, Peer Collaboration
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • iMovie
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Students will grade themselves on how well they feel their project is in meeting criteria, as well as rating their partners in how much work they put into the project.

//**What understandings/goals will be assessed through this task?**// **(G)** E1 Historical Knowledge, concepts, themes and patterns Grade 9-Diploma The World in the 19th Century Students understand major eras, major enduring themes, and historic influences in United States and World History, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events consequences and people in the history of United States and world and the implications for the present and the future. ||
 * **Understanding** || **Goal (MLR)** ||
 * Students will understand Napoleon Bonaparte, and the influence his actions have had today || Maine Learning Results: Social Studies- E. History

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** ||
 * * Students must be able to use movie-making software effectively || * Students must be able to utilize reliable sources and properly cite them ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a movie director creating a new movie. It’s going to be about Napoleon Bonaparte, depicting his life and his influence in modern society. You will work with a small team to learn all that you can about Bonaparte and then create a film accurately describing his life, chiefly his military exploits, his exiles, and his rise to power (1st and 2nd). Your final product will be presented to a group of movie critics, who will judge the quality of your film based on the creativity of the film, but mostly on the accuracy and the historical content in the film. ||

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

//**By what criteria will student products/performances be evaluated?**//
 * **Product Criteria** || **Presentation Criteria** ||
 * * Content
 * Sequence of Events
 * Understanding
 * Events and People
 * Accuracy
 * Peer Collaboration || * Creativity
 * Stays on Topic
 * Self-Evaluation
 * Peer Evaluation
 * Presentation
 * Script ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**