Student Samples
|
|
Student Sample Analysis
Tiffs Paper Sample 1
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
3: Gwen’s main concern was her role as rights representative. She explained why she thought rights were important “ There are a few rights that we are not willing to give up. Such as the freedom of speech, I need to know what the opinions of the citizens are so that they can be happy”. More importantly she recognized her role as a citizen of the town of Wheatville. She incorporated farming into her response “Our society is based on agriculture, farming is quite rigorous work and farmers deserve to be paid an adequate amount.” However, while she explained the importance of agriculture, there was no larger sense of values or beliefs that she attached to this important aspect of Wheatville.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1.5: While Gwen recognized the injustice of the situation she did not make the connection between Tiffs imperialism and European imperialism.
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy
The below criteria are rated on a scale of 1-5 and included narrative explanations
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
2: She clearly explained her role from that role’s perspective. She explained her concerns and feelings. However, she did not go into her role in-depth
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view"
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
5: Gwen clearly incorporated the information that she received at the beginning of the situation. She understood her town’s economic foundation and incorporated it into the paper.
Tiffs Sample Paper 2
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
2: There was a general lack of consistency between the separate components of the paper. While students adopted the role there was a lack of commitment to re-enactment. For example, the students realized that music was essential to their culture. “Another opportunity we have realized is that Metropolis is known for its music industry so we can collaborate in music styles and better both our relationship and economy.” While this is a creative idea, the author presented it as a side note, as if they did not need to consider it. A true citizen of the town of metropolis would have not just “realized” something was important to them. However, this also possibly reflects a bigger issue with students' writing skills. Perhaps they did not have the skills to argue this point as clearly and passionately as I had initially wanted them too.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1: The students did not connect the Tiffs imperialism to European imperialism
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
3: The group paper was once again inconsistent in this area. Some students clearly spoke from their role as a citizen of Metropolis (like Lee and Rebecca). There voices were strong, clearly considering how a citizen would respond to the demand of Tiffs “As the representative of Metropolis, I hereby announce our solid refusal to allow such tyranny to corrupt our nation” (Rebecca). But others spoke from a detached voice that could easily represent their own perspective, rather than the role they were asked to adopt, “As a culture, our overall plan for dealing with the Tiffs was not very negotiating. We had first ordered the Tiffs to let us keep cultures such as Christmas and Valentines Day” (Aaron).
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
4: The students did incorporate the facts given to them at the beginning of the simulation. Specifically, they incorporated the idea that Metropolis was the center of culture and music. However, the sources did not entirely guide their strategy or stated values/beliefs.
Tiffs Sample Paper 3
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
2: While the student, Alvin, acknowledged his role as an earthling, there was no clear adoption of perspective or lived experience distinct his own. This was apparent in his style. “Tiffs versus Earthling. Our plans were to go to war if the Tiffs didn’t agree to our demands. Since most of our demands were accepted by the Tiffs we agreed to live side by side of the Tiffs without war or violence”. Beyond the grammar mistakes and inconsistent tenses, his work was very straightforward.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1: There was no attempt to connect the simulation to European imperialism.
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
2: Alvin did adopt some specific views on how it felt to be imperialized “Many things have changed because of the Tiffs. So that makes us the i imperialized. This feels very unfair because the Tiffs just came and took over when we were living our good lives without confusion.” While he stated an opinion, the opinion was general. He did not give an indication of his role as a member of his fictional town. It seems as if he is merely explaining his own opinion rather than really considering how his adopted role would view the subject. The lack of specificity is what concerns me the most. It shows the lack thoughtful deliberation or imagination.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
2: While Alvin demonstrated that he was aware of the distinction between tiffs and earthlings, he did not consider the differences between earthlings. For example, Alvin does not include the specific details of his earthling town. Nor did these details appear to impact his understanding of his adopted perspective.
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
3: Gwen’s main concern was her role as rights representative. She explained why she thought rights were important “ There are a few rights that we are not willing to give up. Such as the freedom of speech, I need to know what the opinions of the citizens are so that they can be happy”. More importantly she recognized her role as a citizen of the town of Wheatville. She incorporated farming into her response “Our society is based on agriculture, farming is quite rigorous work and farmers deserve to be paid an adequate amount.” However, while she explained the importance of agriculture, there was no larger sense of values or beliefs that she attached to this important aspect of Wheatville.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1.5: While Gwen recognized the injustice of the situation she did not make the connection between Tiffs imperialism and European imperialism.
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy
The below criteria are rated on a scale of 1-5 and included narrative explanations
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
2: She clearly explained her role from that role’s perspective. She explained her concerns and feelings. However, she did not go into her role in-depth
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view"
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
5: Gwen clearly incorporated the information that she received at the beginning of the situation. She understood her town’s economic foundation and incorporated it into the paper.
Tiffs Sample Paper 2
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
2: There was a general lack of consistency between the separate components of the paper. While students adopted the role there was a lack of commitment to re-enactment. For example, the students realized that music was essential to their culture. “Another opportunity we have realized is that Metropolis is known for its music industry so we can collaborate in music styles and better both our relationship and economy.” While this is a creative idea, the author presented it as a side note, as if they did not need to consider it. A true citizen of the town of metropolis would have not just “realized” something was important to them. However, this also possibly reflects a bigger issue with students' writing skills. Perhaps they did not have the skills to argue this point as clearly and passionately as I had initially wanted them too.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1: The students did not connect the Tiffs imperialism to European imperialism
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
3: The group paper was once again inconsistent in this area. Some students clearly spoke from their role as a citizen of Metropolis (like Lee and Rebecca). There voices were strong, clearly considering how a citizen would respond to the demand of Tiffs “As the representative of Metropolis, I hereby announce our solid refusal to allow such tyranny to corrupt our nation” (Rebecca). But others spoke from a detached voice that could easily represent their own perspective, rather than the role they were asked to adopt, “As a culture, our overall plan for dealing with the Tiffs was not very negotiating. We had first ordered the Tiffs to let us keep cultures such as Christmas and Valentines Day” (Aaron).
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
4: The students did incorporate the facts given to them at the beginning of the simulation. Specifically, they incorporated the idea that Metropolis was the center of culture and music. However, the sources did not entirely guide their strategy or stated values/beliefs.
Tiffs Sample Paper 3
Analysis for Historical Imagination:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
1 2 3 4 5 N/A
2: While the student, Alvin, acknowledged his role as an earthling, there was no clear adoption of perspective or lived experience distinct his own. This was apparent in his style. “Tiffs versus Earthling. Our plans were to go to war if the Tiffs didn’t agree to our demands. Since most of our demands were accepted by the Tiffs we agreed to live side by side of the Tiffs without war or violence”. Beyond the grammar mistakes and inconsistent tenses, his work was very straightforward.
2) Students demonstrated the historical imagination concept of interpolation.
1 2 3 4 5 N/A
1: There was no attempt to connect the simulation to European imperialism.
3) Students demonstrated the historical imagination concept of interrogation
1 2 3 4 5 N/A
N/A
Analysis for Historical Empathy:
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
1) Student clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
1 2 3 4 5 N/A
2: Alvin did adopt some specific views on how it felt to be imperialized “Many things have changed because of the Tiffs. So that makes us the i imperialized. This feels very unfair because the Tiffs just came and took over when we were living our good lives without confusion.” While he stated an opinion, the opinion was general. He did not give an indication of his role as a member of his fictional town. It seems as if he is merely explaining his own opinion rather than really considering how his adopted role would view the subject. The lack of specificity is what concerns me the most. It shows the lack thoughtful deliberation or imagination.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
1 2 3 4 5 N/A
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
1 2 3 4 5 N/A
N/A
4) Student incorporates historically relevant evidence and facts.
1 2 3 4 5 N/A
2: While Alvin demonstrated that he was aware of the distinction between tiffs and earthlings, he did not consider the differences between earthlings. For example, Alvin does not include the specific details of his earthling town. Nor did these details appear to impact his understanding of his adopted perspective.