Abby+W.+Stage+2

=Stage 2 Determine Acceptable Evidence.=

• To create a exhibit in a memorial that shows the different perspectives of the Holocaust and represents everyone involved in this part of history. • You are the designer and creator for this exhibit and you must present this exhibit to the group paying you to create this exhibit. • The Maine Holocaust and Human Rights Association • The Maine Holocaust and Human Rights Association is adding a new wing to their museum that is going to be investigating the different people and perspectives of the Holocaust. The museum is afraid that exhibits will not appeal to all age groups, especially teenagers. Your challenge is to make it interesting for this age group. They need movie exhibits that show the different perspectives of the Holocaust that people visiting the museum can view and learn from. • Your final product will be a movie presentation that is appealing to teenagers which shows the different perspectives and people involved with the Holocaust that will be shown as an exhibit at the Maine Holocaust and Human Rights Association. • Product Criteria (Imovie) - sequencing and information, fonts,Backgrounds and Transitions, Graphics and Citations, Spelling and Grammar, Story line, Purpose: Point of View. • Presentation Criteria: Preparedness, Enthusiasm, Collaboration with peers, Speaks Clearly, Posture and Eye Contact, Topic and Content, Time Limit. || •Podcast - evaluating the impact of the Holocaust on history. •Postcard to show one perspective of the Holocaust •Warning Advertisement (Comic Life) - warning about what is happening will cause || •SCQ - Quia quiz in which students answer the questions, recieve feedback from both the program and teacher and then modify their answer. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:**
 * Role:**
 * Audience:**
 * Situation:**
 * Product/Presentation:** IMOVIE
 * Standards (criteria from both rubrics):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Paragraph on e-mail forum - describe and illustrate the different reasons Jews have been persecuted throughout history.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Inspiration web (bubble share) of the conclusions why people were persecuted through history

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * • the Holocaust has had a major impact throughout the world || •MLR: Social Studies - E. History - E1, E2 Grade 6-8 ||

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 ||
 * •Holocaust || •Jewish Cultures ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The Maine Holocaust and Human Rights Association is opening a new wing in their museum. This wing of the museum will be called “ Their Perspective.” The exhibits in this section of the museum will be about the different perspectives and people that made up the Holocaust. The museum has noticed that there are no displays targeted to a teenage audience and so this section of the museum will be directed towards the interests of teenagers. The MHHRA has asked for exhibits that can be displayed in this section of the museum. Your challenge is to create a movie that can be presented in the “Their Perspective” exhibit that would interest teenagers. Once created you will have to present your exhibit to the MHHRA board for their decision if it is of a quality that they would want to showcase in their new display. ||

//**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?**// •Fonts, Backgrounds and Transitions •Graphics and Citation •Spelling and Grammar •Story Line •Voice •Purpose: Point of View || •Preparedness •Enthusiasm •Collaboration with Peers •Speaks Clearly •Posture and Eye Contact •Topic and Content •Time Limit ||
 * Product Criteria || Presentation Criteria ||
 * •Sequencing and Information
 * 2004 ASCD and Grant Wiggins and Jay McTighe**