Scribd
Upload
224 views

Module 10 - 1 Design A Performance Task

Learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties" Task: Create a digital collage and examine significant events, social trends, cultural conditions. Learner must cite sources of copyrighted materials in papers, projects, and presentations.

Uploaded by

carlarmcswain
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
224 views

Module 10 - 1 Design A Performance Task

Learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties" Task: Create a digital collage and examine significant events, social trends, cultural conditions. Learner must cite sources of copyrighted materials in papers, projects, and presentations.

Uploaded by

carlarmcswain
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Module 10 -1 Design a Performance Task

US History: 11th Grade


Carla McSwain

Learning Target (US History curriculum)


Competency Goal 9 Prosperity and Depression (1919-1939) - The learner will
appraise the economic, social, and political changes of the decades of "The
Twenties" and "The Thirties."

Relevant Objectives from this Goal:

9.02 Analyze the extent of prosperity for different segments of society during
this period.

9.03 Analyze the significance of social, intellectual, and technological


changes of lifestyles in the United States.

Taken from: North Carolina Standard Course of Study for 11th grade US History

Technology Learning Target (North Carolina Technology


standards)

Relevant Objectives:

3.01 Select and use appropriate technology tools to efficiently collect,


analyze, and display data.

3.03 Use electronic resources for research.

3.04 Select and use technological tools for class assignments, projects, and
presentations.

3.05 Adhere to Fair Use and Multimedia Copyright Guidelines, citing sources
of copyrighted materials in papers, projects, and multimedia presentations.

Taken from: North Carolina Standard Course of Study for 11th grade Social Studies,
Computer and Technology Skills Standards:

Description of Performance Assessment


(Adapted from Freehold Regional High School’s District Advanced Placement
US History Program)

Task: Create a digital collage and examine significant events, social, and
cultural conditions from the years 1919-1939.

Directions:
1. Using the Internet and other electronic sources, select appropriate
visuals that represent any significant events, social trends, cultural
conditions, and styles representing those years in US History.
2. The images you select must illustrate events or conditions that have
had a significant impact or represent in an accurate manner this time
period.
3. Select appropriate visuals. These may be political cartoons, drawings,
or photographs digitally retrieved from the Internet.
4. Create an interesting digital collage containing all visual material (at
least 6 or as many as you can fit) on one standard word document
page. Artistic style and creative placement is encouraged!
5. On a separate sheet of paper, type 1-2 good paragraphs on why you
selected each particular image, describing completely the image, what
it represents about the time period, and including specific bibliographic
information of where it was retrieved, (website, foundation or
organization, or individual photographer, artist, etc.).

This performance task requires students to demonstrate their knowledge


and understanding of the 1920s and 1930s by choosing relevant and
appropriate images representing the time period. (Students are expected
to have attained this knowledge at this point, the unit in class has been
covered.)
Specific knowledge could include (depending on student discretion of
images they select)
• economic trends of the 1920s and 1930s
• social trends affecting women and blacks
• cultural trends like jazz music and fashion fads
• suffering during the Depression, etc.
• significant personalities

In addition, students will be required to demonstrate the following


technology skills:
• researching using the Internet and electronic resources
• digitally transferring images from the Internet to a word
document for display purposes
• fair use copyright practices
Teaching before the Assessment concerning skills:
• Students may need some instruction about technology skills and
this could be accommodated by whole group modeling using the
data projector connected to the Internet. This whole group
instruction could address basic Internet search procedures, some
suggested and useful websites for this assignment, and citation
of sources procedures and format. The breadth and depth of
teaching these skills would depend on student expertise with
technology and this could vary.
• Helpful website: Calisphere: http://www.calisphere.universityofcalifornia.edu/
• Helpful website: American Memory:
http://memory.loc.gov/ammem/index.html

Conditions to which students must adhere:


• Students will have one 90 minute class block working in the
computer lab to complete this assessment.
• They will work independently and create individual collages
and written descriptions.

Description of Assessment Procedures:


• A rubric for scoring this assessment will be used. (See next
page)
• Students will not have input into creating the criteria for
assessment, but the rubric will be an established one used
by other teachers in evaluating this variety of performance
assessments.
• Students will have complete knowledge of the scoring
rubric / checklist at the time that the assignment is made.
• Students will assist in the assessment process by either
peer or self assessment using the same rubric.
• A model product will be provided for students so that they
may have some idea of what represents a “good” product
reflecting “good” performance.
• In addition, a checklist and grading rubric will be provided
to students to give indication of what will represent a
complete product.
• This checklist may also be used by the teacher as a tool to
indicate student mastery of skills as they perform these
tasks.

COURSE GOAL ALIGNMENT:


CLASSROOM ASSESSMENTS CAN BOTH PROMOTE AND
VERIFY STUDENT LEARNING.
ASSESSMENTS SERVE ARTICULATED PURPOSES.
ASSESSMENTS ARISE FROM AND REFLECT CLEAR
LEARNING TARGETS.
ACCURATE ASSESSMENT USES APPROPRIATE METHODS
GIVEN THE CONTEXT AND SAMPLE STUDENT ACHIEVEMENT
APPROPRIATELY.

You might also like