JasonStage2

=Stage 2 Determine Acceptable Evidence.=

Role: Citizen arbitrator Audience: Legislators, politicians and the public at large Situation: Political gridlock is undermining American democracy Product/Presentation: Digital video presentation shared via social media Standards: (1) Presentation Rubric: Non-verbal skills, Audience awareness, Verbal skills, Organization, Visual, Social Studies Content. (2) Product Digital Forum Rubric: Visual Appeal, Production Quality, Writing Conventions, Research Methods, Content, Digital Discussion. || • Google Docs Comments; Insert 5 interpretive comments into an uploaded google doc to demonstrate "reading between the lines." • Debategraph; Analyze the factors that contributed to the Civil War by creating a debategraph. • YUDU; In a team, develop a publication with primary documents (each with an introduction) synthesized by an editorial position at the start of the magazine. • Blogger; Blog under a pseudonym reflecting on a current and personal topic related to the content. • Edmodo; Model/act out a "social media skit" creating a mock facebook exchange with a partner that highlights one of the relationship issues addressed in the unit. ||
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To objectively present multiple perspectives on a political issue
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Showme; Create an informational video presentation to describe unit concepts (federalism, popular sovereignty) and the history leading to secession in a fashion similar to Khan Academy.

• Checking for understanding: warm up journaling, exit slips, small group discussion with whole group reporting, chalk talks, journaling, content quiz, vote with your body discussion sessions, jigsaw, dip sticking • Timely feedback: Teacher feedback, peer discussion groups, self-assessed quizzes • Reflection: Journal throughout on how one's perspective evolves after having fully investigated all sides of a divisive issue, take parts of the questionnaire again to monitor growth/change. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Pre-assessment: Students will complete an in-depth questionnaire on survey monkey.

//**What understandings/goals will be assessed through this task?**// **(G)** • competing allegiances, interests and obligations create dilemmas and challenge relationships. || • A1 (d) Synthesize information from varied sources, fieldwork, experiments, and/or interviews that reflect multiple perspectives. • B2 (b) Evaluate the relationship between the government and the individual.... ||
 * Understanding || Goal (MLR) ||
 * • varied perspectives and multiple sources are necessary to develop an informed opinion.

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 ||
 * • __Synthesis of Multiple Perspectives:__ Student work must synthesize multiple and varied sources to objectively portray different perspectives on a controversial issue. || • __Individual & Society:__ Student work must explain how different perspectives reflect different interpretations regarding the relationship between the government and the individual. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Reminiscent of the antebellum era, today's political gridlock is again paralyzing American democracy. Faced with an entrenched ideological war crippling our ability to govern, America does not need yet another citizen with an uncompromising position. Instead, America needs you. Your mission, if you choose to accept it, is to jump into the fray as a citizen arbitrator. Join the digital dialogue not by arguing your own opinion, but by objectively presenting the positions of others. Conduct exhaustive research including interviews and develop a video that conveys various perspectives on a divisive issue. Work to distribute your video through social media, and then manage the feedback as a moderator solely interested in moving the discourse forward. For America to endure it must overcome the current gridlock; it is time for civil discourse to go viral. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • Develop digital video using imovie on an ipad, distributed and managed via social media. || • Video (imovie, showme, other options) ||

//**By what criteria will student products/performances be evaluated?**// • Production Quality • Writing Conventions • Research Methods • Content • Digital Discussion || • Non-verbal skills* • Audience awareness* • Verbal skills* • Organization* • Visual* • Social Studies Content ||
 * Product Criteria || Presentation Criteria ||
 * • Visual Appeal
 * denotes origin from OHCHS School-wide Presentation Rubric


 * 2004 ASCD and Grant Wiggins and Jay McTighe**