Standard Indicator #2

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Elyse Fuchs

Education Spiritual

Pre-Activity Discussion ,[object Object],[object Object],[object Object],[object Object]

Our National Anthem ,[object Object],[object Object],[object Object],[object Object]

Symbols ,[object Object],[object Object],[object Object],[object Object],[object Object]

Identification ,[object Object],[object Object],[object Object]

Activity ,[object Object],[object Object],[object Object],[object Object]

Other Ideas ,[object Object],[object Object]

Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Every nation has symbols—specific objects that represent beliefs, values, traditions, or other intangible ideas that make that country unique. While these symbols may change over time, they can help to bind a nation together by reminding its people of their nation’s history and most important principles. Six U.S. symbols are depicted in this primary source set: the Liberty Bell, the U.S. flag, the bald eagle, the national anthem, Uncle Sam, and the Statue of Liberty.

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lhis 215 autumn 2015 final project description the final project has two phases 1. phase one: beginning work 2nd may, submit online by evening 7th may: in phase one, decide which topic on which you will work and begin work on the following pieces submit by 7th may (1) your question and a brief thesis statement (2) an annotated list of sources, in which you list and briefly describe your primary and secondary sources.* obviously, the sources should include articles or books we have read this semester (list with some text). in class 8th may, we will work on sources and drafts. come prepared to share your work with other people and to give suggestions to your colleagues. posting a response on the course site to help one of your colleagues out is also useful 3. phase three: submit by 11th may. the final draft of your essay the final draft of your essay should be 6 to 8 double spaced pages in times 12, cambria 12, or helvetica 11, normal kerning and margins remember that essays without citations in text and works cited page will be returned summarily with a failing grade **remember the distinction between primary and secondary sources? if not, look it up! grading and brief warnings rubric for evaluation: argument about theme / question 10 work with primary source example 10 use of secondary sources 5 writing 5 process 5 (for a total of 35 points) explore, experiment, enjoy. these questions can send you to the mfa, the library, MIT’s visualizing cultures website, kanopy, or youtube. the most important consideration is how you work through a theme (laying it out through secondary sources, working it out with primary source) remember that your work should include primary source and secondary source material that we read in class. other material should only appear if it is from (1) secondary sources in peer reviewed academic journals (2) primary sources from course links or other reputable primary source collections to repeat the above. essays without proper citations will be given a failing grade not meeting the deadlines for the phases of the project will lead to reduction or a zero for process grade essays without close engagement with primary source material will not receive credit for the work with primary source example grade question one, in which saturated potentials muddle the science of the possible zhang hongtu, “soy sauce mao drawing” soy sauce on rice paper mounted on pages of the red book and sealed with epoxy resin. 31x 23.5 inches, united states 1994 (zhang hongtu 2001) untitled Three years ago the music stopped Freed fingers drew circles on a glass surface A small patch of sky Cut out by the window Talked But no longer emitted sound Words dispersed outside the window Looking at them they turned into apples Sounds slowly penetrated fruit (Duo Duo 2002 [1995]) First think about the historical context and meaning of the above primary sources. How might they engage in nostalgia for the past? Political Resist ...

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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