Evaluation Information
Learning Tracker (Due each Friday by 5 pm)
Eight weeks moves quickly, so to help you process what you’re learning through each module, a graphic organizer has been provided below. After each module, you will be asked to upload and submit this “in progress” assignment (as a document or a Google Doc link). For example, after Module 1, the column for Module 1 will be complete but the other two modules will be incomplete. The segregationist, assimilationist, and anti-racist labels are from the Reynolds & Kendi (2021) Stamped excerpt, so please remember to review that reading (available on the Canvas course site) before starting this assignment.
Point allocation:
Section |
Points |
|
Week 1 |
5 |
|
Week 2 |
5 |
|
Week 3 |
5 |
|
Week 6 |
5 |
|
Week 7 |
5 |
|
Week 8 |
5 |
|
TOTAL |
30 |
Online Discussion (Due Each Friday by 11:59 pm)
OED Online defines a discussion as “A written or spoken treatment of a subject; a conversation conducted in order to reach a decision or to exchange idea.” The purpose of this assignment is to provide you an opportunity to thoughtfully engage your classmates about the course content to deepen our understanding and co-construct knowledge together. As such, students must post at least one comment in each discussion thread. The comment must demonstrate a close read of the materials for that module, directly respond to the prompt, and either pose a question or respond to someone else’s question for full credit.
Point allocation:
Section |
Points |
|
Week 1 |
5 |
|
Week 2 |
5 |
|
Week 3 |
5 |
|
Week 4 |
5 |
|
Week 5 |
5 |
|
Week 6 |
5 |
|
Week 7 |
5 |
|
Week 8 |
5 |
|
TOTAL |
40 |
Value |
0 Pts |
2 Pts |
4 Pts |
5 Pts |
Quality |
No post or abused the norms of participation in some way. |
Superficial posts that had no evidence of close and careful examination of the material. |
Clear evidence of close and careful examination of the material. Little evidence of engaging with others. |
Clear evidence of close and careful examination of the material. Frequent meaningful exchanges with others. |
Final Project (3/10 11:59 pm)
Curriculum Project: Credit-seeking students will create a P-20 curriculum project (e.g., lesson plan, journey box, children’s book, learning guide, etc.) using at least three primary sources connected to content from the class. Also required is a 2-5 page paper explaining the inspiration for the curriculum, its intended use, and its intended outcomes.
Alternative Projects: If students would like to suggest an alternative final project (e.g., original historical research paper, documentary, art project, website, tour, book review, etc.), they should do so by February 9th (Week 4) to get the instructor's approval. Creative projects are encouraged but must in some way address the guiding questions of the class. Also required is a 2-5 page paper explaining the inspiration for the project, its intended use, and its intended outcomes.
Point allocation:
Value |
0 Pts |
5 Pts |
10 Pts |
Paper |
The paper is missing sections and/or includes multiple errors. |
The paper has few errors with a superficial explanation of the project. |
The paper has no errors and provides a robust explanation of each section, clearly identifies what content in the class is integrated into the project, and articulates a plan for dissemination/use. |
Content |
The content included is inaccurate or weakly connected to the course. |
The content is accurate and has clear connections to something from class. |
The content is accurate as well as clearly and deeply connected to multiple dimensions of the course. |
Applicability |
The project does not have a clear application or is too unfinished as to be shared more widely. |
The project has potential for application that is not yet fully realized or ready. It is not particularly creative or engaging. |
The project is ready to be shared in professional settings and has clear purpose beyond the course. It is creative and encourages engagement. |