S2+Gilbert,+Kasey

toc =Stage 2: Determine Acceptable Evidence.=

Role: A fictional character or real character that lived during the Holocaust, lending pits and pieces of their story to the documentary. Audience: Ken Burns and documentary viewers Situation: Ken Burns is having a competition for best Holocaust documentary and you are submitting a film. Product/Presentation: A short documentary based on completed timeline with character voice overs and real and/or re-enacted footage using iMoive Standards (criteria from both rubrics): historical accuracy, participation, role, knowledge gained, props/costume, representation, organization, clarity, engaging, reflection. || • Test: Holocaust events and people • Create a visual aid to represent a scene, theme, idea, or character from the Diary of Anne Frank, Night, Speak You Also, Seed of Sarah or other readings approved by the teacher. || • Check timeline with other students while working on performance task. • Reflect: (writing prompt for article blog or for presentation) "Should justice be served for Holocaust victims and survivors?" • Blogging: Students will blog twice for one assignment. Once to show their work and a second time to comment on their blogs as well as others. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To create a documentary about the Holocaust through the eyes of those who lived it.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Make a timelineof important dates during the Holocaust (i.e Kristallnacht, Nuremberg Decrees, Babi Yar, dates of massive deportations, first gassing, Warsaw Uprising, liberation, etc) as the unit progresses (adding events as they are introduced) to be completed by the end of the unit.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||

//**What understandings/goals will be assessed through this task?**// **(G)** major enduring themes, turning points, events, consequences and people in the United States and world and the implications for the present and future. || • The Holocaust was a chaotic and distrubing time in world history. ||
 * Understanding || Goal (MLR) ||
 * •b. Analyze and critique major historical eras,

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 ||
 * • historical knowledge || • the Holocaust ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Famous documentary maker, Ken Burns, is holding a contest to see who can make the best documentary about the Holocaust. The film that wins will be featured in an exhibit in the United States Holocaust Memorial Museum. Since your class is studying the Holocaust, you suggest submitting a film. Each student will create a fictional character, or a real character who lived during the Holocaust. One person may decide to be Anne Frank or Primo Levi. Using the timeline made in class as a guide, each student will pick an event to research. The next step will be for each student to make a 1-3 minute "slide" about their event, in the role of their character (for example, one student might describe the massacre of Babi Yar in 1941 through the eyes of someone that died there), using iMovie. Then all of the slides will be put together in order like a completed timeline, in turn making it a complete documentary on the Holocaust! When the film is finished the class will present it to Ken Burns for a chance to be featured in a museum visited by millions each year! ||

//**What student products/performances will provide evidence of desired understandings?**// using iMovie || • role of each student in documentary and its making ||
 * Type II Product || Type of Presentation ||
 * • a complete and accurate documentary

//**By what criteria will student products/performances be evaluated?**// • Organization • Clarity • Engaging • Reflective || • Historical Accuracy • Participation • Role • Knowledge Gained • Prop/Costume ||
 * Product Criteria || Presentation Criteria ||
 * •Appearance
 * 2004 ASCD and Grant Wiggins and Jay McTighe**