S2+Bizier,+Daniel

=Stage 2 - Determine Acceptable Evidence. =

**Role:** you are a finalist to become the political cartoonist for the magazine The New Yorker, but before they hire you they ask to see some of you work, and assign you an era to draw about that will be put in the magazine to be voted on by the magazines readers. **Audience:** you will be writing for the editors of the magazine. You will also be writing for the readers of the magazine, most of whom will have some knowledge about the Civil War. **Situation:** your work will be put into The New Yorker, and the magazines readers will vote for who they think is the best to become the new political cartoonist for the magazine. **Product/Presentation:** you will make a series of political cartoons that discuss the causes of the Civil War, advantages that each side possessed, and why the period of Reconstruction was a tumultuous time for the United States. **Standards:** content- 25%, handed in on time- 20%, required elements- 20%, at least 8 comics- 20%, Creativity- 10%, bibliography-5% **Presentation:** comprehension- 25%, speaks clearly- 15%, attire- 5%, time limit-5%, content- 25%, preparedness- 25% || Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):  •Pod-casts- students will do a radio interview as a Civil War leader and discuss the causes of the Civil War.  •Power Points- students will create an interactive power point that states advanages that each side (North/South) possessed; power points must have links that link to external websites.  •Wiki Spaces- students will debate advantages that both the North and the South possessed, and how these advantages influenced the war.  •I-Movie- students will create a film in which they role play leaders during Reconstruction.  •Blog- students will create a diary in which they write from the point of a former slave following the conclusion of the Civil War. || Student Self-Assessment and Reflection  •Self-assessment-students will blog after every class to discuss what they learned and what they found interesting.  •Reflection- at the end of the unit students will fill out a questionnaire in which they state what they learned, what they found interesting, something they wished had been covered more in-depth, and one thing they would have changed in how the unit was taught. || =<span style="font-family: Arial,Helvetica,sans-serif;">Assessment Task Blue Print =
 * <span style="font-family: Arial,Helvetica,sans-serif;">Performance Task (Summary in G.R.A.S.P.S. form): (T) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Goal:** to make a series of political cartoons that highlight the causes of the Civil War, advantages that each side (North/South) possessed throughout the war, and why the period of Reconstruction following the war was a tumultuous time for the United States.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Other Evidence (OE) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">•Glogster- students will make a poster using Glogster that analyzes the causes of the Civil War.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Self-Assessment (SA) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">•Pre-assessment- I will ask my students what they already know about the Civil War, I will then ask them what they wish to learn about the Civil War.

<span style="font-family: Arial,Helvetica,sans-serif;">What understandings/goals will be assessed through this task? (G) <span style="font-family: Arial,Helvetica,sans-serif;"> • The North had the military/economic advantages that helped them win the war. || <span style="font-family: Arial,Helvetica,sans-serif;">•Social Studies - E. History <span style="font-family: Arial,Helvetica,sans-serif;"> E1. Historical Knowledge, Concepts, Themes, and Patterns <span style="font-family: Arial,Helvetica,sans-serif;"> b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Understanding || <span style="font-family: Arial,Helvetica,sans-serif;">Goal (MLR) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">•There were several causes of the Civil War, but slavery was the biggest cause.

<span style="font-family: Arial,Helvetica,sans-serif;"> 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?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Big Ideas || <span style="font-family: Arial,Helvetica,sans-serif;">Big Ideas ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Civil War || <span style="font-family: Arial,Helvetica,sans-serif;">Reconstruction ||

<span style="font-family: Arial,Helvetica,sans-serif;">Through what authentic performance task will students demonstrate understandings?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Task Description: (T) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Congratulations! You were just announced as a finalist to become the new political cartoonist for the magazine The New Yorker; but before you can assume the $100,000 salary you must pass one final test. The editors of the magazine have assigned each of the finalists a historical era to write their cartoons about, and you were assigned the period of the Civil War and Reconstruction. You must write about the causes of the Civil War, advantages that both the North and the South possessed and how those advantages impacted the war, and why the period of Reconstruction was tumultuous time for the United States. Your work will be put into the magazine and the magazines readers, most of whom will have some knowledge about the Civil War will vote for the winner, so be creative and original! In addition you must present in front of you fellow cartoonists (the class). To be in the running to win the competition you must submit at least 8 cartoons. The comics will be made using the software Comic Life. ||

<span style="font-family: Arial,Helvetica,sans-serif;">What student products/performances will provide evidence of desired understandings?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Type II Product || <span style="font-family: Arial,Helvetica,sans-serif;">Type of Presentation ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">•Comic Life || <span style="font-family: Arial,Helvetica,sans-serif;">•Oral Presentation ||

<span style="font-family: Arial,Helvetica,sans-serif;">By what criteria will student products/performances be evaluated? <span style="font-family: Arial,Helvetica,sans-serif;"> •Handed in on time- 20% <span style="font-family: Arial,Helvetica,sans-serif;"> •Required Elements- 20% <span style="font-family: Arial,Helvetica,sans-serif;"> •At least 8 comics- 20% <span style="font-family: Arial,Helvetica,sans-serif;"> •Creativity- 10% <span style="font-family: Arial,Helvetica,sans-serif;"> •Bibliography-5% || <span style="font-family: Arial,Helvetica,sans-serif;">•Comprehension- 25% <span style="font-family: Arial,Helvetica,sans-serif;"> •Speaks Clearly- 15% <span style="font-family: Arial,Helvetica,sans-serif;"> •Attire- 5% <span style="font-family: Arial,Helvetica,sans-serif;"> •Time Limit-5% <span style="font-family: Arial,Helvetica,sans-serif;"> •Content- 25% <span style="font-family: Arial,Helvetica,sans-serif;"> •Preparedness- 25% || <span style="font-family: Arial,Helvetica,sans-serif;">2004 ASCD and Grant Wiggins and Jay McTighe
 * <span style="font-family: Arial,Helvetica,sans-serif;">Product Criteria || <span style="font-family: Arial,Helvetica,sans-serif;">Presentation Criteria ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">•Content- 25%