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  • Japanese Internment | Beyond the Bubble
    useful source because it provides information that directly supports Ikari s account b Student rejects the source because the soldier is Italian American Therefore the letter cannot be taken to represent the experience of Japanese Americans during World War II c Student rejects the source because the description of the camp directly contradicts the account provided by Ikari Emergent Question 1 Student shows some understanding of the limits of using a single account to gauge the experience of an entire group but does not provide a full explanation as to why Question 2 a Student notes that the report would support Ikari s claims but provides only a partial explanation b Student rejects the letter but provides only a partial explanation of why it does not support Ikari s account c Student rejects the article but does not provide a full explanation of why it does not support Ikari s account Basic Question 1 Student does not identify the limitations of using the account to understand the experience of all Japanese Americans during World War II Question 2 a Student rejects the source or provides an unclear explanation b Student does not reject the source or provides an unclear explanation

    Original URL path: http://beyondthebubble.stanford.edu/assessments/japanese-internment/rubric (2014-10-24)
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  • Comments | Beyond the Bubble
    expanded Threaded list collapsed Threaded list expanded Date newest first Date oldest first 10 comments per page 30 comments per page 50 comments per page 70 comments per page 90 comments per page 150 comments per page 200 comments per page 250 comments per page 300 comments per page Select your preferred way to display the comments and click Save settings to activate your changes Navigation Assessment Rubric Comments Download

    Original URL path: http://beyondthebubble.stanford.edu/assessments/anarchism-and-haymarket-affair/talk (2014-10-24)
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  • Anarchism and the Haymarket Affair | Beyond the Bubble
    the newspaper s claims about the effect of the Haymarket Affair on anarchism in the United States b Student explains the source would be useful for corroborating the newspaper s account as it is timely and contains relevant information c Student rejects the source because growth of labor union membership does not directly support claims about the growth of anarchism Emergent Question 1 Student correctly notes that the article alone may not accurately reflect the effect of the Haymarket Affair on the growth of anarchism in the United States but does not provide a full explanation Question 2 a Student rejects the speech but provides only a partial explanation of the problems of using it to support the newspaper s claims about the effect of the Haymarket Affair on anarchism in the United States b Student correctly notes that the editorial would support the Utah newspaper article s claims but provides only a partial explanation of why it does c Student rejects the source but provides only a partial explanation of why Basic Question 1 Student does not identify the limitations of using the newspaper article to draw conclusions about the effect of the Haymarket Affair on anarchism in the

    Original URL path: http://beyondthebubble.stanford.edu/assessments/anarchism-and-haymarket-affair/rubric (2014-10-24)
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  • American Imperialism | Beyond the Bubble
    not Americana and therefore does not represent American public opinion b Student rejects the source because it does not reflect the anti expansion sentiment of the Nebraska City newspaper c Student explains that this would be a useful source because it matches the sentiments of the Nebraska City editorial and was written by a large group of Americans Emergent Question 1 Student shows some understanding of the limits of using a single editorial to gauge American public opinion at the time However the student does not provide a full explanation Question 2 a Student rejects the source but only provides a partial explanation as to why it would not support the editorial b Student rejects the article but only provides a partial explanation as to why it does not support the editorial c Student correctly notes that the source would support the Nebraska City editorial but provides only a partial explanation as to why Basic Question 1 Student does not identify the limitations of using a single editorial to gauge the public opinion of the entire United States Question 2 a Student does not reject the source or provides an unclear explanation b Student does not reject the source or

    Original URL path: http://beyondthebubble.stanford.edu/assessments/american-imperialism/rubric (2014-10-24)
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  • Comments | Beyond the Bubble
    Rubric Comments Download Materials African American Workers pdf Stanford University 485 Lasuen Mall Stanford California 94305 650 725 4411 Terms of use Copyright complaints Beyond the Bubble by Stanford History Education Group is licensed under a Creative Commons Attribution NonCommercial

    Original URL path: http://beyondthebubble.stanford.edu/assessments/african-american-workers/talk (2014-10-24)
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  • African-American Workers | Beyond the Bubble
    slaves which would not be relevant for evaluating the working conditions of free workers in NYC b Student explains that the source would not corroborate the Benwell account because it provides information about military rank during the Civil War rather than civilian working conditions in the 1850s c Student explains that this source could be useful because it contains information about the types of work done by African American workers in NYC near the time of Benwell s account Emergent Question 1 Student shows some understanding of the limits of using a single account to draw conclusions about working conditions for a large group but the student does not provide a full explanation Question 2 a Student rejects the account but only provides a partial explanation as to why it would not corroborate Benwell s account b Student rejects the account but only provides a partial explanation as to why it does not corroborate Benwell s account c Student correctly notes that the source could corroborate Benwell s account but provides only a partial explanation as to why Basic Question 1 Student does not identify the limitations of using a single account to draw conclusions about the working conditions of

    Original URL path: http://beyondthebubble.stanford.edu/assessments/african-american-workers/rubric (2014-10-24)
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  • Comments | Beyond the Bubble
    with the teachers before they use it with their students I frequently find that our teachers need this practice themselves before attempting it in their classrooms Thank you Login or register to post comments On Nov 16 2013 Anonymous not verified said I appreciate the many approaches to assessment offered and illustrated Is there a place where HAT is spelled out I may just have missed it Thank you for this very helpful resource Login or register to post comments On Nov 18 2013 SHEG Admin said It s great to hear you find our assessments useful HAT stands for History Assessments of Thinking Login or register to post comments Comment viewing options Flat list collapsed Flat list expanded Threaded list collapsed Threaded list expanded Date newest first Date oldest first 10 comments per page 30 comments per page 50 comments per page 70 comments per page 90 comments per page 150 comments per page 200 comments per page 250 comments per page 300 comments per page Select your preferred way to display the comments and click Save settings to activate your changes Navigation Assessment Interactive rubric Student responses Going deeper Comments Download Materials Slave Quarters Assessment pdf Slave Quarters

    Original URL path: http://beyondthebubble.stanford.edu/assessments/slave-quarters/talk (2014-10-24)
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  • Slave Quarters | Beyond the Bubble
    Description Proficient Question 1 Student explains that the photograph depicts the quarters once inhabited by slaves and therefore provides information about the living conditions of slaves on this plantation Example how it used to look Example life was like Question 2 Student sees that the photograph was taken in 1903 and explains that the gap in time between when the photograph was taken and the end of slavery limits the usefulness of this resource as evidence of living conditions of slaves Example free black men Example after slavery was abolished Emergent Question 1 Student explains how the photograph provides useful information about the housing that slaves inhabited but makes the mistaken assumption that the plantation workers were slaves Example living conditions Question 2 Student identifies limitations of the source but doesn t correctly explain the importance of the date of the photo for determining the reliability of the source Example replica plantation Example posed photo Basic Question 1 Student assumes that the plantation workers in 1903 are slaves and or does not explain how the photograph provides useful information Example overcrowded Example dressed Question 2 Student doesn t explain how the date of the photograph limits its usefulness as evidence

    Original URL path: http://beyondthebubble.stanford.edu/assessments/slave-quarters/rubric (2014-10-24)
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