S2+Kendall,+Grace

=Stage 2 - Determine Acceptable Evidence.=

• **Xtra Normal video**: Create a movie showing American arguments both in support of and against Presidential Order #9066, which authorized the internment of Japanese-Americans in camps. • **iMovie/MovieMaker**: Create a 3-5 minute "documentary" to communicate the destruction caused by the atomic bombs that were dropped on Hiroshima and Nagasaki. • **Podcast**: Create a podcast with a partner debating whether or not American fear of the Soviet Union was justified at the close of WWII. • **WebQuest**: Complete this WebQuest, designed by Craig Fell of Penn State University (Attribution-NonCommercial-ShareAlike 2.5 Generic [CC BY-NC-SA 2.5]), to investigate the use of propaganda by both the American and Japanese governments during WWII. • **Museum Box**: Create a museum box with four cubes that explores: 1.) The relationship between Japan and America before the attack on Pearl Harbor. 2.) The Soviet Union's entrance into WWII. 3.) The Soviet Union's anticipated entrance into the Pacific theater. 4.) America and communism after WWII. || • Self-assessment: Students will pair up and conduct "exit interviews" together where they will compare stated objectives to achievements, talk about what worked for them and what didn't, and why, and ways in which the project (or their completion of it) could be improved. • Reflection: A discussion board will be included in the wikispaces and students will take part in the discussion board by telling what they learned in the unit, what most influenced them, and one opinion they held before the unit that was changed or reinforced throughout the unit. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** You will create a wikispace that will serve as a supplement to our textbook. The wikispace should improve or expand on your textbook's coverage of the Pacific theater of World War II.
 * Role:** You will act as an editor, researcher, and historian.
 * Audience:** The Board of Editors at McGraw-Hill will be evaluating student wikispaces from around the country and choosing one to serve as a supplement to their textbook.
 * Situation:** Make the wikispace reflect areas where you felt the book could have improved or broadened its coverage of the Pacific theater of WWII.
 * Product/Presentation:** You will create a wikispace about the Pacific theater of WWII that will be sent to our textbook's publisher.
 * Standards (Criteria from both rubrics - product and presentation): Oral Presentation:** Knowledge 25%; Accuracy 25%; Preparedness 20%; Effort 10%; Teamwork 10%; Presentation 10%. **Wikispace:** Content 20%; Accuracy 20%; Depth 20%; Reflection 15%; Teamwork 15%; Presentation 10%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • **E-book**: Assuming the roles of both a Japanese soldier and an American soldier serving in the Pacific, students will write letters to their family members back home about their experiences. These letters will then be compiled into a class e-book.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: A class discussion at the beginning of the unit will talk about what's good and bad about history classes, what truths and misconceptions students think they know about the Pacific theater of WWII, and will close with a short (ungraded) quiz to test essential knowledge about the unit.

//**What understandings/goals will be assessed through this task?**// **(G)** E1: Historical Knowledge, Concepts, Themes and Patterns ||
 * **Understanding** || **Goal (MLR)** ||
 * • The Pacific theater was important to the process and outcome of WWII as a whole. || • Social Studies: E - History

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** ||
 * • World War Two || • War affects every level of a society ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The publisher of our U.S. History textbook, McGraw-Hill, has put out a call to schools across the nation asking classes just like ours to help them make their textbooks more user-friendly for today’s teen. They are currently taking submissions of student-made wikispaces to act as a supplement to their book’s coverage of the Pacific theater of World War II. McGraw-Hill is requiring that the wikispace utilize a variety of resources, including two to three different media types (such as art, music, text, audio, video, etc.), at least two of which must be primary resources, and at least two wikispace widgets. Wikispaces from around the country will be submitted to the Board of Editors at McGraw-Hill, and the board will choose the one that they feel best supplements their book’s coverage of Pacific theater. The winning wikispace will win for its creators’ school a $15,000 grant for history education as well as a $200,000 grant for the school as a whole. To best present your wikispace, each page on it should have a short statement from your group reflecting on why the material on that page “improves and broadens” McGraw-Hill’s coverage of the topic. Good luck, and let’s get creative! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Wikispace || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Accuracy (20%) • Depth (20%) • Reflection (15%) • Teamwork (15%) • Presentation (10%) || • Knowledge (25%) • Accuracy (25%) • Preparedness (20%) • Effort (10%) • Teamwork (10%) • Presentation (10%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content (20%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**