Maryam

=Stage 2 Determine Acceptable Evidence.=

Role: journalist, author, historian, filmmaker Audience: parents, peers, teachers Situation: postcolonial identities Product/Presentation: Published online presentation Standards: engaging, polished, clear and thorough, mindful of audience, context and purpose, craftsmanship, multimedia techniques support position, tells an insightful story, reveals ability to interpret, analyze, apply, compare and critically evaluate concepts and content, clear coherent voice, eye contact, enthusiastic || 2. final cut:Interpret imperialism through the eyes of Marlow, Kurtz, Rushdie, Kipling, Ghandi, Macaulay, Chamberlain 3. Photoshop: imagine indigenous reactions and imperialist rule 4. Wikispace: Discuss it from the viewpoints of Kipling, Rushdie, Conrad, 5. Debategraph: Debate / deliberate the legacy of imperialism, is it over? 6. blog: make sense of transnational immigrants and postcolonial identities || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Understand key causes and effects of late 19th c. imperialism, compare to earlier imperialism, understand key players, critics and legacies
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * 1. Illustrator: Explain key causes of late 19th c. imperialism, compare to earlier imperialism
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * * pre-assessment: what do you recall about mercantilism, older imperialism, justifications for conquest.
 * checking for understanding: explanation and analysis of sources, identification of thesis in secondary sources and evidence, verbal conferences, observation of student comments on the Wiki, Exit Ticket, Chalk Talk, Timeline with gallery walk.
 * timely feedback: seminar feedback, rubric feedback on organization, presentation feedback and use of evidence feedback
 * reflection: awareness of own biases, on the challenges of postcolonialism and neocolonialism ||

//**What understandings/goals will be assessed through this task?**// **(G)** **Content Area:** E. History
 * Understanding || Goal (MLR) ||
 * * students will understand how literature reflects as well as shapes culture
 * students will understand power and how it expresses itself
 * students will analyze to what extent european history is a history of progress || MLR
 * Standard: ** E1 Historical Knowledge, Concepts, Themes, and Patterns
 * Grade Level Span: ** Grades 9 - Diploma


 * Common Core State Standards **
 * Content Area: ** Writing
 * Grade Level: ** Grade 11-12
 * Domain: ** Social Studies
 * Cluster: ** Research to Build and Present Knowledge
 * Standard: ** 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


 * Content Area: ** Reading
 * Grade Level: ** Grade 11-12
 * Domain: ** Social Studies
 * Cluster: ** Integration of Knowledge and Ideas
 * Standard: ** 7. Integrate and evaluate multiple sources of information presented in diverse formats and media ||

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 ||
 * understand role of imperialism in history and in the present || • ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You have explored the legacies and controversies of colonialism and literary interpretations. History, past and present are layered. The past is in the present and the present is the past. Your task is to express the layered depths of meaning from all of the perspectives that you have gained and interpret them to make sense of them. Conrad in the Heart of Darkness sensed horror at seeing something he could not comprehend. The other voices that you have read tried to make sense of what was incomprehensible for Conrad. Now you have to make sense of it for yourself. You can either make sense of it as a journalist, and author, or as a historian in a linear logical argument or if you prefer you can create with a more imaginative narrative voice and layer your story within a story. In either case your goal is to use your literary and historical perspective and your consciousness of the present to show that the past is never past and the present is layered with the pasts legacies. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •blog || •film photo documentary case study essay short story ||

//**By what criteria will student products/performances be evaluated?**//
 * Product Criteria || Presentation Criteria ||
 * engaging, polished, clear and thorough, mindful of audience, context and purpose,craftsmanship, multimedia techniques support position, tells an insightful story || reveals ability to interpret, analyze, apply, compare and critically evaluate concepts and content, clear coherent voice, eye contact, enthusiastic ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**