S2+Richardson+Cassandra

=Stage 2 Determine Acceptable Evidence.=

Role: Your classroom is submitting an overall entry in the classroom category for 'the Medieval Academy of America's contest. Audience: The Medieval Academy of America is choosing submissions for the journal 'Spectrum'. The best in each region of the United States will be published. Situation: The winning classrooms for each region will go with the Medieval Academy of America to the international conference held by the Medieval Chronicle Society in Belfast, Ireland. Product/Presentation: Wiki page. Standards (criteria from both rubrics): Oral: Content, Preparedness, Physical Presence, Enthusiasm. Product: Layout, Spelling and Grammar, Content Accuracy, and Interest. || • Quiz: Timeline activity focusing on the Crusades to the beginning of the Reformation. • Debate: Pros and cons of religion in government. • News Article: Critical analysis of important event (Crusade, Pope Urban II endorsing the Crusade, Hundred Year's War). • Model: Create a model of the typical feudal town. Materials determined by group. • Debate: Who deserves Jerusalem? Evaluate similarities and differences between Christianity and Islam. • Dialogue: Write in character for a specific social class on a particular event. || • Reflection: mid-unit, how the workload is, if the activities are interesting and thought-provoking. • Group reflection: How the model groups performed, self performance evaluation. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: You must be able to describe the quality of life as applied to both men and women in a chosen social class, including all aspects of life; clothing, housing, education, role in government, religion, and profession.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Quiz: Timeline activity focusing on the rise from the Roman Empire to the Crusades.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Pre-assessment: scale activity.

//**What understandings/goals will be assessed through this task?**// **(G)** • everyday life was structured by the government and affiliated systems. || • Social Studies E1. historical knowledge, concepts, themes, patterns b. analyze and critique historical eras ||
 * Understanding || Goal (MLR) ||
 * • religious and political factors shaped everyday life, despite social ranking.

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 ||
 * • feudal system || • Middle Ages ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * High school students all over the United States have received an official letter from the Medieval Academy of America, asking for submissions for an exclusive spread in their quarterly journal, Spectrum, about the different lifestyles of each social class. They are willing to give an all-expenses paid trip to the Medieval Chronicle Society's 2008 conference in Belfast, Ireland, to the winning classrooms to present their work. At the end of the trip, the society will host a medieval fair to celebrate. All entries for Spectrum in the classroom category must describe in detail each section of the feudal class, and include lifestyle, clothing, housing, education, role in government, religion, and profession for both men and women. The entries must be submitted in wikispace form, and include at least five embedded pictures, music clips, videos, or maps. The Medieval Academy of America would like to send at least one classroom for each region of the country to represent the United States. Who knows? Maybe your classroom will be the winner for New England!! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • wiki, comic, etc. || • oral presentation ||

//**By what criteria will student products/performances be evaluated?**// • spelling and grammar 25% • content accuracy 25% • interest 15% • creativity 10% • organization 10% || • content 35% • preparedness 15% • physical presence 15% • enthusiasm 10% • group participation 15% • group work timeline submissions 10% ||
 * Product Criteria || Presentation Criteria ||
 * • layout 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**