8th Grade Siyyum, Unit 2 (Tikkun Olam) Performance Assessment

UNIT 2 - TIKKUN OLAM

Unit 2-Tikkun Olam-Performance Assessment
In this performance assessment, you will work in assigned pairs to create a Tikkun Olam puzzle. Each puzzle will contain four separate images, representing the four different approaches to Tikkun Olam that we explored in class. Through the assembly of our puzzles, we will symbolically repair the world by making it whole again.
To review, the four approaches are:
1.Improving the physical world (Bereshit/Bereshit Rabbah)
2.Fixing social/legal systems that are broken (Mishnah Gittin)
3.Mending the broken vessels (Kabbalah texts)
4.A Mix of the Previous Approaches/Social Action (HDS Core Jewish Value)
Task 1 – The Puzzle
In this task, you will create your puzzle. Your puzzle will include four distinct images, each representing one of our four approaches to Tikkun Olam.
A good puzzle should be:
☐ A reflection of a thoughtful and thoroughly developed idea
☐ Creative
☐ Visually appealing
Before drawing on the puzzle pieces, each pair must turn in a draft for approval. The draft should be drawn to scale and completed with attention to detail. After your draft is signed by your teacher, you’ll receive your actual puzzle.
Creativity Rubric

Criteria	5	3	1	Score:
1. Development of Idea	Students created sketches to develop ideas	Students did some planning ahead to develop ideas	Students began working without showing idea development
2. Creativity of final product	Puzzle is considered to be unique and unlike anything else	Puzzle is considered to be somewhat unique	Puzzle utilizes existing idea
3. Visual appeal	Puzzle is completed with attention to detail Puzzle contains finishing touches	Puzzle is completed but lacks some of the finishing touches	Puzzle is completed but the work looks sloppy

Task 2 – The Explanation
After creating your puzzle, you realize that not everyone will understand the depth of the artwork simply by looking at the assembled image. You and your partner decide to write an explanation for your puzzle. Your explanation should include:
☐ A description of what your audience sees when they assemble the puzzle (the puzzle as a whole and the four different images)
☐ An explanation of the connection between each image and its respective approach to Tikkun Olam. Each explanation must be supported by at least one text that we studied this unit. This means you will need your packet so that you can paraphrase and/or quote the texts.
☐ A thorough explanation as to how your work demonstrates an understanding of our two Big Ideas
Each pair will turn in one written explanation. The explanation must be written in complete sentences using Arial 12 point font, double spaced.

Criteria	5	3	1	Score
1. Description of Puzzle	Description thoroughly and accurately identifies the different elements of the puzzle	Description accurately identifies some parts of the puzzle	Description of puzzle is incomplete
2. Connection to Tikkun Olam	Work clearly explains how the images relate to Tikkun Olam Jewish texts are utilized appropriately and reflect class discussions	Work explains how the images relate to Tikkun Olam somewhat clearly Jewish texts are utilized and somewhat reflect class discussions	Explanation of how the images relate to Tikkun Olam is unclear Jewish texts are not utilized appropriately
3. Connection to Big Idea	Work thoroughly explains the unit’s Big Ideas Work identifies at least 2 places where Big Ideas are present in the puzzle	Work explains the unit’s Big Ideas Work somewhat accurately identifies 2 places where the Big Ideas are present in the puzzle	Work somewhat explains the unit’s Big Ideas Work inaccurately identifies places where Big Ideas are present in the puzzle

Task 3 – The Review
Once your puzzle is complete, you will trade puzzles with another pair and assemble their puzzle. After assembling the puzzle, you and your partner will write a review of the puzzle. Your review must include:
☐ The names of the creators of the puzzle
☐ A brief description of what you saw when you assemble the puzzle (the puzzle as a whole and the four different images)
☐ A description of what you thought the meaning behind each image was
☐ A brief description (2-3 sentences) of the actual meaning of the puzzle, as told to you by the puzzle’s creators
☐ A thorough explanation as to how the puzzle demonstrates understanding of our two Big Ideas

Criteria	5	3	1	Score
1. Names of the creators	Names are provided
2. Assembled puzzle	Description of puzzle is accurate	Description of puzzle is somewhat accurate	Description of puzzle is inaccurate
3. Meaning behind each image	Work describes thought process behind student speculation	Work attempts to describe thought process behind student speculation	Work describes student speculation
4. Actual meaning of puzzle (based on the creators)	Description of meaning behind puzzle is accurate	Description of meaning behind puzzle is somewhat accurate	Description behind meaning is inaccurate
5. Connection to Big Ideas	Work identifies at least 2 places where Big Ideas are present in the puzzle	Work somewhat accurately identifies 2 places where the Big Ideas are present in the puzzle	Work inaccurately identifies places where Big Ideas are present in the puzzle

Collaboration Rubric

Criteria	5	3	1	Score:
1. Collaboration	Both members contribute equally Ideas and feedback are communicated directly and respectfully	Both members contribute equally Ideas and feedback are communicated	Members do not contribute equally Ideas and feedback are either not communicated or not communicated respectfully
2. Use of Time	Students use class time effectively	Students use most of their class time effectively	Students are unable to complete project in class or rush through project because time was not used effectively