S2+Burns,+Grady

=Stage 2 - Determine Acceptable Evidence.=

•Message Board: debate whether or not apartheid is still alive in South Africa with other classmates. •Garage Band: radio show discussing current racism in South Africa/ unofficial apartheid. •WebQuest: compare the Civil Rights Movement to the anti-apartheid movement in South Africa. •iMovie: create a mock news report, discussing the relationship between multiple historical sources. •Comic Life: create a comic which illustrates the major events of apartheid. || •Self-Assessment: non-graded diagnostic quizzes at the end of each class, going over topics covered, and a space left at the bottom for remaining questions. •Reflection: a journal in which students reflect on the unit and are able to maintain a dialog with the teacher about remaining questions or misconceptions. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: The goal is to create a 3-5 minute piece for an ad campaign, which describes the prejudice, restrictions, and violence faced by Black South Africans under the apartheid system.**
 * Role: You are the public relations team for Nelson Mandela, who has just won the 1994 presidential election.**
 * Audience: The White South African middle-class, that has lived largely shielded from the horrors of the past five decades.**
 * Situation: The context you find yourself in is 1994 South Africa, which has just seen its first free election. While Black South Africans are excited by the prospect of finally having a legitimate social and political voice through President Mandela, White South Africans are fearful that with this shift in power, they will lose their political and economic power. This is complicated by the fact that most White South Africans live willfully ignorant of the true nature of what it was like to be oppressed under the apartheid system. The Mandela administration must begin to break down the walls that apartheid has built around South Africa's diverse population.**
 * Product/Presentation: Your team will create an informational advertisement using movie-making software that demonstrates life as it was under the apartheid system.**
 * Standards (Criteria from both rubrics - product and presentation): Movie: concept - 25%, interpreting bias - 20%, creativity - 15%, teamwork - 20%, quality - 10%, time limit - 10%.**
 * Presentation: comprehension - 25%, content - 25%, preparedness - 15%, posture and eye contact - 10%, enthusiasm - 15%, time limit - 10%.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Blog: address biases in selected works and documents.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-Assessment: a non-graded test, covering basic facts about South Africa, apartheid and the Civil Rights Movement, along with general questions about the essential questions.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •apartheid had lasting influences both inside and outside of South Africa || •MLR: Social Studies - E. History - E1: historical knowledge, concepts, themes, and patterns. ||

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** ||
 * •apartheid || •interpreting sources ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * With free elections in 1994, the oppressed Black South African majority voted for the charismatic Nelson Mandela: your boss. He has given you the task of rewriting mainstream South African history through a series of extended television advertisements, where you must reveal the true nature of the apartheid system to the White middle-class; a group that has lived willfully ignorant of the true level of inequity that exists in their country. Given their fear of losing power and position to a newly-empowered Black majority, you must begin the process of bringing mutual understanding to two bitterly opposed groups of people, so that they may thrive and coexist in a free country. ||

//**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?**// •citation- 15% •creativity - 20% •teamwork - 20% •quality - 10% •time limit - 10% || •comprehension - 25% •volume - 15% •content - 25% • posture and eye contact - 10% •enthusiasm - 15% • time limit - 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •concept - 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**