S2+Ford,+Brody

=Stage 2 - Determine Acceptable Evidence.=

• **Voicethread:** Students will critique opinion pieces on the powers of government at the state and federal levels. • **ReadWriteThink:** Students will use interactive graphic organizers to prepare a research paper on another country's form of government. • **Capzle:** Students will tell stories of how regimes in other countries came to power. • **Smilebox:** Students will address e-postcards to state and local government officials explaining the roles they've personally taken as citizens to improve the community. • **Xtranormal:** Students will use videomaking software to write and narrate a piece describing the roles of the citizen at the local, state, and federal level. || • **Self-Assessment:** Students will use interactive notebooks to record information they have learned. They will regularly receive feedback from the teacher. • **Reflection:** Students will put together a unit portfolio where they will be required to analyze three pieces and reflect on their overall growth through the unit, using the interactive notebook in the self-assessment as evidence. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Students will work with a partner to create a podcast where they will argue federal v. state power. One partner will argue a current event from in favor of federal power while the other argues in favor of state power. They may choose any policy issue of the 2000's.
 * Role:** Students will be lawyers arguing in front of the Supreme Court in Washington D.C.
 * Audience:** Students will need to convince a jury consisting of their fellow classmates that they have the substantial evidence to win the case.
 * Situation:** By winning their case, the winning lawyer will be given the opportunity to facilitate a discussion group with many powerful figures including the president, the governor of their home state, state representatives, and senators.
 * Product/Presentation:** Students will present their work in the form of a podcast so they can later reflect on the quality of their arguments.
 * Standards (Criteria from both rubrics - product and presentation): Podcast:** Content: 30%, Accuracy: 20%, Technical Production: 15%, Stays on Topic: 15%, Time-Limit: 10%, Vocabulary: 10% **Presentation:** Knowledge: 30% Preparedness: 20% Vocabulary: 15% Delivery: 15% Evaluates Peers: 10% Collaboration with Peers: 10% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • **Persuasion Map:** Students will prepare arguments for a debate about federal power versus state power.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • **Pre-Assessment:** Use a test to determine students' knowledge coming into the unit.

//**What understandings/goals will be assessed through this task?**// **(G)** at the state and federal level. || • Maine Learning Results Social Studies B. Civics and Government B1. Knowledge, Concepts, Themes, and Patterns of Civics/Government ||
 * **Understanding** || **Goal (MLR)** ||
 * • there are different purposes of constitutional government

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** ||
 * • U.S. Government || • Local and State Government ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * In your state, riots have broken out over the latest popular policy issue. Some rioters believe the federal government should not overstep its bounds and that "states rights" ensure the right of the state to deal with policy issues. Others believe that the federal government must act now to prevent riots from happening in other states. It's up to you to settle the issue once and for all! You will travel to Washington D.C. to argue state v. federal power on this policy issue in front of the Supreme Court. You must convince a jury that your argument has the substantial evidence to win. The prize is lucrative. By winning your case, you will be given the opportunity to facilitate a discussion group with many powerful figures including the president, the governor of their home state, state representatives, and senators. Talk about power! You will present your work in the form of a podcast to analyze your arguments upon completion. Good luck, and don't let the Supreme Court justices intimidate you. ||

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

//**By what criteria will student products/performances be evaluated?**// • Accuracy: 20% • Technical Production: 15% • Stays on Topic: 15% • Time-Limit: 10% • Vocabulary: 10% || • Knowledge: 30% • Preparedness: 20% • Vocabulary: 15% • Delivery: 15% • Evaluates Peers: 10% • Collaboration with Peers: 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content: 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**