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Wiki Grading Rubrics for course Panama Silver, Asian Gold: Migration, Money, and the Making of the Modern Caribbean (Spr...

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Wiki Grading Rubrics for course Panama Silver, Asian Gold: Migration, Money, and the Making of the Modern Caribbean (Spring 2014)
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Course Assignments and Grading Rubrics
Language:
English
Creator:
Rosenberg, Leah R.
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Digital Library of the Caribbean (dLOC)
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Miami, FL
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Course materials for Panama Silver, Asian Gold
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Course materials for: “Panama Silver, Asian Gold: Migration, Money, and the Making of the Modern Caribbean” an interdisciplinary Digital Humanities Course with the Digital Library of the Caribbean (dLOC, www.dloc.com) Spring 2014, taught by Leah Rosenberg at the University of Florida

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University of Florida
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University of Florida
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This item is licensed with the Creative Commons Attribution Non-Commercial Share Alike License. This license lets others remix, tweak, and build upon this work non-commercially, as long as they credit the author and license their new creations under the identical terms.
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Wiki Grading Rubrics f or c ourse Panama Silver, Asian Gold: Migration, Money, and the Making of the Modern Caribbean ( Spring 2014 ) Wiki Contributions A. Set up a home page with a brief profile of yourself including an image. Listing your major and interests. Due by Tuesday 14 January. B. Contribute to Wiki Commentaries on Each set of Texts. Sign up for dates on the Wiki. E ach student must make one contribution to each of the five readings listed below. There are four types of contribution listed below. S tudents should produce one of each type in the course of the semester. The wiki assignment will help us to understand t he readings by producing a study guide while also helping us to co nceptualize the final project. Please post your contribution on the appropriate webpage and provide a link to it on your own home page Contributions should be a minimum of 125 words and no more than 250 Extra en tries will produce extra credit. Types of Wiki Contributions. 1. Briefly evaluate the web presence of the author (Are there many websites with information on the author? What type of information is provided (biographical, analytical, videos of readings or lectures? Who has built the website(s)?). Choose 1 2 of the most important websites and explain why you see th em as important and provide the URL. (Research) 2. Key themes or concepts (with a brief explanation and ideally a passage and page number to list minimum 125 words) (analysis). 3. Study Questions (with brief explanation of the importance of the question and i deally a passage and page number to list minimum 125 words. (Analysis) 4. An answer or comment on any contribution (theme, question, analysis) by another student or the instructor. (Minimum of 125 words.) (Analysis) 1. *** Optional: explain one significant hi storical or cultural context or reference in the text. You can use documents other students have submitted as part of their assignments, but please do cite them! (Research.)

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One contribution for each of the these texts or groups of texts: 1. H.G. de Lisser, Susan Proudleigh (and texts assigned with it, e.g. Introduction to Coniff's book ) 2. Ramabai Espinet, The Swinging Bridge (and texts assigned with it, e.g. Anna Mahase's Memoir) 3. Maryse Conde, The Tree of L ife (and texts assigned with it, e.g Martin's Essay) 4. Short Stories on Indo Trinidadians (See week 6 and 7) 5. Chinese Caribbean experiences Grading Criteria for Wiki Contributions Analysis An contribution d emonstrates a nuanced understanding of the text(s) and performs incisive analysis of one passage, concept, context, or reference. Communication It is written in a very clear, concise, and logical manner. Writing for online resources must be succinct. Presentation It contains no errors in spelling, grammar, or punctuation or very few. It is presented on the correct page of the class PBworks site. It is clearly readable (using the same font as the utions). It contains relevant bibliographic information in MLA format and supplies URL addresses where relevant. Grading Rubric for Assignments 1 4 S uccessful assignments will: 1. Fulfill the specific requirements in regard to subject matter required in the specific assignment. 2. I dentify a relevant and rich historical source(s).

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3. Explicate the historical and cultural significance of that source, paying attention to form and context. (For Assignment 1, this source will be the hearing testimony of the pe rson you choose from .) 4. Articulate insights in lucid and straightforward prose. 5. Provide bibliographical information in MLA format and 1qaz URL (if possible). 6. Use correct grammar, punctuation, and have few if any typos 7. Assignment Page in PBWorks in easily legible form. 8. Make use of relevant concepts and information from scholarship and/or literature we have read to elucidate the text under examination (whe n possible and/or effective). FINAL PROJECT: COLLABORATIVE GUIDES AND ANNOTATIONS (Initial proposal due 10 April, partial draft due 15 April, 2nd installment due 17 April; presentation of a complete draft of the project 23 April, final draft due 29 Apr il. ) The Swinging Bridge or Tree of Life The overall goal of the project is to elucidate the literary text through analysis and historical and cultural contextualization and to provide useful themes, questions, and references for future instructors and students. Students will work in groups to produce a guide to the historical and cultural references and important aesthetic or formal aspects of these novels. Each group will be responsible for a chapter or series of chapters in one of the novels. (The sections will be designated by the instructor in consultation with the groups.) Each group will provide key concepts, study questions, and explications of important historical and cultural references and literary aspects as well as an evaluation of relevan t online resources for their section of the text. Groups are encouraged to include at least one primary or archival source. The project must include bibliographic information in MLA format for its sources. Each group will also write a brief statement th at introduces the group members and indicates the groups collaborated. All groups will meet with the instructor to discuss the project. Contributions will be posted on the appropriate page of the PBWorks wiki, and, if students so desire, successful project s will be added to the dLOC.

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Grading Criteria for Final Projects 1. The project includes each of the criteria listed above (themes; questions; explication of references, contexts, and formal characteristics; evaluation of online resources; bibliographic information on works cited). 2. The project must be a collaborative effort in which each student contributes significantly and as equally as possible. It includes an introduction to the authors of the project and the nature of their collaboration. 3. The pro ject identifies important themes and explains their significance. 4. The project articulates important questions in a straight forward fashion. 5. The project provides insightful explication of cultural and historical contexts or references and explains their significance to the text. 6. The project incorporates at least one archival document or other item. 7. The project provides a coherent evaluation of online resources and provides URLs for strong online resources. 8. The project is written in straightforward and succinct prose with as few typos or other errors as possible. 9. The project is presented in a well designed fashion with visual clarity. It is easy for readers to find information and to understand the organization of the project. ASSIGNMENTS Assignments should be posted on your home page in PBworks with a link to the appropriate assignment page. ASSIGNMENT 1: READING THE COLONIAL ARCHIVE [Due 5 pm on 26 January ] This assignment introduces you to how scholars negotiate the colonial archive in making meaning. Part 1

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1. Focus on 1 witness' testimony from Verene Shepherd's Maharani's Misery. How do you evaluate the significance of this testimony? How do you use other testimonies to qualify (e.g., verify, contradict, etc.) this version? 2. W hat other conditions influence how we read these sources (e.g., additional historical contexts, the acknowledged absence of information, etc.)? 3. Document your reasoning and analysis (500 words) and post to the Wiki page for this assignment. Part 2 4. Using Hartman as your model, imagine your version of events (500 words) and post to the Wiki page for this assignment. ASSIGNMENT 2: REPRESENTING WEST INDIANS IN THE PANAMA CANAL Zone [Due 10 February by 8 pm ] This assignment examines how literary texts transform the historical record. 1. Choose 1 scene from Susan Proudleigh or Tropic Death that represe nts a specific historical event ( e.g., reasons for migrating to Panama, passage to Panama, encounters with Americans, living condition s, industrial accidents, etc.). 2. Choose 2 related historical sources. 3. How are the West Indian characters represented (e.g., body, race, color, class, gender, skills, profession, and an individual's reasons for migration, etc.)? In the novel? In the 2 historical sources? For each, examine what the author includes and excludes. 4. What do these selections and interpretive choices tell you (500 750 words)? Suggested sources listed in assignment page in PBworks & in Zotero

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ASSIGNMENT 3: WORKING WITH NEWSPAPERS (Due 19 February by Midnight ) This assignment allows you to think about how newspapers create historical meaning. You may focus on any aspect of Panama or Asian migration for this assignment. Browse the newspape rs available online A list will be posted on the Wiki page for this assignment. Choose one that contains stories about West Indians in Panama and/or Asians in the Caribbean. Select a news item related to the migrants. Examine the representation of immigr ants or migrants. Read the entire issue of the newspaper in which the article appears. What kind of items does this newspaper carry (e.g. ads, editorials, letters, news, literary pieces, cartoons)? What can you tell about the newspaper's readership and political orientation? Write (500 750 words) for the Wiki characterizing the representation of im/migrants and the newspaper P ost to the Wiki page for this assignment. ASSIGNMENT 4: VISUALIZING THE ARCHIVES & CREATING METADATA (Due March 16 at 5:00 pm ) This assignment asks you to examine how photography historically has constructed the raced subject. Part 1: Choose 1 image from the photo gallery or linked sites (see PBWorks page for this assignment.) Examine the photo and consider t he following: Note the gender of the subjects; their position vis vis, machines, animals, vegetation, buildings or other racial subjects. What do you know about the photographer or what do you imagine he/she was like? Is the photograph dated? Is there a caption? What do these selections and interpretive choices tell you?

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Write (500 750 words) on the provenance of the photograph and the way it constructs its subject. Paste the photo from the photo gallery into your Wiki entry. Part 2: Meta Data 1. Consider what's included and what's missing in the citation (the citation includes the record information or metadata). 2. In the source you selected, what additional information do you think should be included to make the source more useful for scholars? Con sider what information should be included on the publisher? The author? The place and date of publication for historical context? What other information should be included? 3. Complete the form (See PBworks page for this assignment) for your selected item, a nd post to the Wiki.


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