S2+Farley,+Emily

toc =Stage 2: Determine Acceptable Evidence.=

Role: Students will take on the role of a travel agent of the future who is helping people prepare for going back in time to the Colonial era. Audience: The Audience is the rich clients who want to go back in time to the Colonial era. Bill Gates is the richest prospective client so it is very important that you convince him to go. Situation: The year is 3008 in the United States. Product/Presentation: Working in pairs, students will design a wiki demonstrating Colonial life. Standards (criteria from both rubrics):Wiki- learning of material, interest, content and content accuracy, spelling and grammer, images, work ethic presentation: content, comprehension, stays on topic, preparedness || • Inspiration Compare and Contrast- Students will do a webquest but instead of creating a poster on the similarities and differences between the people of the Colonial era and life today, they will design a map on the computer. •Commercial- Students will create a commercial for a tool Colonial people used that has now been replaced by more advanced technology. || • Student Survey- Students will fill out a survey at the beginning of the unit on the basic material over the unit. They will also take one at the end of the unit and compare their answers. • Conversation on Instant Messenger- Students will have a debate on what the ideals and values of the Colonial era were and which ones still exist today. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Students will build a model of Colonial life including what people did, clothing, work, government, communities, and other important aspects.They will show a complete understanding of Colonial life.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Quizzes- There will be two quizzes throughout the unit over basic themes, concepts, and ideas. Each quiz will have five questions and be worth five points.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Blog- Students will do several blogs to show how events of the past affect the future, and to critique the ideals and values of people in the Colonial era.

//**What understandings/goals will be assessed through this task?**// **(G)** the societal structure of today in the United States. || •Maine Learning Results-Social Studies, History (Grades 9-diploma) E1: B ||
 * Understanding || Goal (MLR) ||
 * • Students will understand the societal structure of the Colonial era can relate to

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 Idea || Big Idea ||
 * •Colonial Era || •Relations with Native Americans ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The year is 3008 in the United States of America. You and your partner are travel agents for people who want to go back in time. The "hot" place to go right now is the Colonial era from 1500-1754. There are many people who want to go but they do not know what to expect. Your job is to create a wiki that demonstrates aspects of Colonial life to convince people to go. Your wiki will include five essential aspects of Colonial life that you feel are important and essential to know. It must include a dictionary of terms that were used in the Colonial era that are different than today. Your clients can either go to the Jamestown settlement in Virginia or to Massachusetts so you can design a wiki for one or the other. Bill Gates is your biggest client so it is especially important to impress him (in 3008 there is a way to live forever). ||

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

//**By what criteria will student products/performances be evaluated?**// •interest •content/content accuracy •Images •Spelling and Grammar •Work Ethic || •content •comprehension •stays on topic •preparedness • • ||
 * Product Criteria || Presentation Criteria ||
 * •learning of material
 * 2004 ASCD and Grant Wiggins and Jay McTighe**