S2+Doucette,+Marie

toc =Stage 2: Determine Acceptable Evidence.= Role: You are a Comic Book sales person who wants to sell their comic book to the Unites States Citizen and Immigration Services. Audience: The audience is the board of directors at the USCIS. Situation: You must to convince the USCIS that your Comic Life is the one that they need in order to better help future citizens of America. Product: You will need to develop a Comic Life that depicts how our government is structured, the current leadership in each branch, local representation, and legislative process. Presentation: You will present your Comic Book and the information that you have about the United states government to the board of directors of the USCIS. Standards (criteria from both rubrics): Project: Content, Illistrations, Sources, Mechanics, Originality, Orginization Presentation: Preparedness, Comprehension, Application, Props, Posture/Eye Contact, Peer Evaluation || • Students will create Mind Maps of government structure information that they gathered while doing the WebQuest and the thoughts that were gathered during the group brainstorming session. •Virtual representation! Students will build two Avatars representing their Senator and Representative and insert them in a Wiki page that includes a biography of both. • Students will create bill time lines expanded from the School House Rock song using Comic Life. • Students will find informative links on the judiciary. • Students will compile a complete list and explanation of the individuals in the Presidents cabinet. || •Pre and Post survey focusing on bill passage, branches, committees, and other forms of government. •Students will have a chance to reflect and refine their understanding in thier journals after feedback is given. •Wiki journals throughout the unit that must contain a paragraph reaction on class content. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your goal is to convince the United States Citizen and Immigration Services to use your Comic Life to help incoming immigrants learn about the United States government in order to pass the immigration test for citizenship.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Students will create a Google Earth Wiki page of different types of governments.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Checklist for completed assignments throughout the unit.

//**What understandings/goals will be assessed through this task?**// **(G)** •Students will understand that the three major branches of government have specific purposes, ideals, and principles that they each uphold. •Students will understand that the process of constitutional government in the American political system is different than in other forms of governments and political systems in the world. || •Maine Learning Results B1 ||
 * Understanding || Goal (MLR) ||
 * •Students will understand that structures of the U.S. government have specific relationships to the U.S. citizens.

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 ||
 * •government || •citizens relationship to government ||

//**Through what authentic performance task will students demonstrate understandings?**// The United States Citizen and Immigration Service is looking for creative ways to help immigrants better understand the United States government structure, processes, and leaders. As the leading sales person for DreamLife Comic Company it is your job to create and present a comic book to the directors of the United States Citizen and Immigration Services. There are other comic book companies sending representatives to the USCIS so you must put out your best work on this one. You are up for a promotion in the fall and you know the boss is watching. Besides, the commission form this would be phenomenal! ||
 * //**Task Description:**// **(T)** ||

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

//**By what criteria will student products/performances be evaluated?**// •illustrations 20% •sources10% •mechanics 10% •originality 20% •organizations 20% || •preparedness 20% •content 25% •time limit 15% •comprehension 20% •props 15% •peer evaluations 10% ||
 * Product Criteria || Presentation Criteria ||
 * •content 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**