Name: Bryce Curd
Date: June 9, 2015
Stage 2 Determine Acceptable Evidence
What evidence will show that students understand?
Performance tasks:
Letters to Home: Students will take the role of a European immigrant that just immigrated to the
United States during the start of the Civil War. They will be writing a letter to their family back
in England that is wanting to come to the United States and describe to them the cultural,
economic and constitutional issues that are effecting the country and why his/her family should
or should not immigrate to the US. The letters will be sent to a local high school AP history class
to be read and the high school students will write back.
Vote for Me!: Students will design and create a campaign ad that will air at the Civil War
Museum explaining the tensions between the North and South and devise a plan to solve the
issues. Each student will take on the role of campaign manager during the time of the Civil War
and will create a 3 minute video about what sectional tensions our country was facing and how
they plan to stop it. The museum will air these ads to guests visiting the museum.
Which War Wins?: Students will create a visual presentation that explains the similarities and
differences between the Civil War and the Revolutionary War as well as a justification for which
war was more necessary. Each student is a historian and will present their final product to the
Harrisonburg Historical Society.
What other evidence will be collected in light of Stage 1 Desired Results?
Cut and Sort: Students will cut out facts about the North and the South and sort them into
appropriate columns
Venn Diagrams: Students will create a Venn diagram with the views about certain issues of the
North and South as well as a diagram on the Revolutionary and Civil War
Quizzes: Students will have quizzes on the issues that divided the nation, matching of
compromises to their dates and significance and causes of the Revolutionary War.
Timelines: Students will create timelines of the states that seceded as well as a timeline of events
that led to the Civil War and events that happened during and after.
Writing Prompts: 1) Students will be asked to write from the perspective of a Northerner and
defend their beliefs and views. 2) Students will write from the perspective of a Southerner and
defend their beliefs and views. 3) Students will write about what it was like to live in America
during the Revolutionary War. 4) Students will write about what it was like to live in the United
States during the Civil War.
Constitution Creation: Students will work in teams to develop a constitution that could have
prevented the Civil War.
Class Debate: half the class will be the Confederacy and half will be the Union. Students will
argue for their side and listen to the other sides argument. The next day the roles will be
reversed and there will be another debate with the teacher as the mediator and initiator.
Observations: I will observe students throughout the unit as we learn about the Civil War and
keep checklists and observation logs of each students learning and thinking.
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
Name: Bryce Curd
Date: June 9, 2015
Metacognition:
Self-Reflection: Students will keep a journal log and after each lesson they will reflect on one
thing they learned, one thing they are still uncertain about and one thing they look forward to
learning more about next time and I will collect the journals each day and read them after school
to prepare for the next day. For their PBEs they will reflect on what they learned while working
on it, what they want to learn more about and what they want their audience to learn.
Self-Assessment: Students will rate themselves as learners after each lesson with a scorecard that
has three levels of satisfaction: super, pretty good and not too great and will have to explain why
they gave themselves that score. These will be collected and only seen by me. As students work
on their PBEs they will be given a rubric, similar to the rubric I will use to grade their work, and
they must score themselves and explain why they deserve this score.
Stage 2 Evidence Collection Rubric
Directions: As you develop your stage, read over the checklist and rubric to see the criteria
that will be used to evaluate your work.
Checklist: This is your foot in the door. These must be completed by you before I
will apply the rubric to your work.
You designed one performance-based task (PBE) for each essential question on Stage 1.
_X_Yes ___No
You included in each PBE a goal, role, audience, situation, and product.
_X_Yes ___No
You or a friend proof-read your work so it is free from errors associated with Standard English.
_X_Yes ___No
You attached this rubric to your work, complete with name and date.
_X_Yes ___No
Rubric: Descriptors of quality used to assess your work.
Dimension
PBEs
Mastery
You developed
performance tasks that
aligned directly to the
essential questions, richly
embodying many of the
learnings you desired
students to achieve. You
created tasks that were
authentic and exist in the
real world. You
designed as much as
possible a real audience
for the students. From
(Closer to Mastery)
Not Yet
You created performance
tasks that addressed the
essential questions, but
you structured them so
that they seemed to just
miss being engaging and
challenging. You
structured the tasks so
they seemed contrived and
just fall short of being real
life. You created an
audience that seemed to be
a handy/easy audience
(Closer to Unacceptable)
You designed
performance tasks that
seemed to resemble
typical school activities
that involve the essential
questions, but are a
stretch to be considered
real life. You envisioned
the tasks being applied to
the real world, but in
actuality, the students
would have you as the
audience or it was
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
Name: Bryce Curd
Date: June 9, 2015
what students were asked
to demonstrate, you
ensured that they cannot
be successful without fully
understanding the
learnings.
rather than exploring a
more authentic audience.
You made your tasks such
that true understanding
must be held by the
students to complete the
task.
difficult to determine
who the audience will be.
Other Evidence
You created multiple
opportunities for students
to show the knowledge
and skills essential to your
unit. You tapped a variety
of ways to uncover what
students know through
more traditional means.
You designed this other
evidence so that, along
with your PBE data, you
can support your
conclusion that students
know, understand, and can
do all that was included in
your unit.
You developed other
evidence that tapped the
knowledge and skills
students must possess, but
you collected limited
evidence that students
were prepared for the
pbes. From your design
of this evidence, you can
say that students will
know and be able to do
much that was required in
your unit.
You indicated other ways
in which you will collect
evidence, but tapped only
the big and obvious
knowledge and/or skills
in your unit.
Self-Assessment and
Reflection
You provided varied
opportunities for students
to self-assess and reflect
on their learning
throughout your unit,
incorporating end of
lesson metacognition and
metacognition after big
ah-ha moments.
You provided
opportunities for the
students to reflect and
self-assess after either the
big ah-ah moments or at
the end of lessons, but not
both.
You provided
opportunities for the
students to either reflect
or self-assess after either
the big ah-ah moments
or at the end of lessons,
but not both.
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
