30 GEM Assessment Methods, Results and Interpretation, and Improvements:

Assessment # 1: SONG OF THE TIMES RESEARCH PAPER
This is a research assignment designed to use music as a launching point to examine an historical era. Song writers compose their songs for a number of reasons and when they do so they are heavily influenced by the world and people around them, and what is happening (both in their own lives and in the larger world) at the time they write. It is presumed that most songs that make it out for public consumption have marketability, however, that is often not the motive behind composing a song. Throughout history artists have used their crafts to comment on the times in which they lived, whether they be playwrights, poets, painters, sculptors, novelists, and all types of musicians.

Therefore, like editorial cartoons, some songs can provide informational windows into the times they were written, or became popular. Some songs are written to change society and are written about changes, good and bad. In a few cases, some song writers may compose a song that will have a profound impact even though that was not the intent of the writers. Similarly, some songs are greatly misunderstood by the masses, confounding the writers (Springsteen’s “Born in the USA” is an excellent example of that). Some songs might be written to lift the spirts of people during times of trouble, to celebrate societal achievements, or to challenge a society for failing its people (or in modern times that might include the environment).

In this assignment you will analyze a song from a specific period and determine what it reflects or what it was trying to say about the time in which it was made widely available. To fully understand the nature of the song you will analyze the time period in which it was written/published, providing a review of what was happening that either influenced the writing of it (either as a reflection of the period or as an attempt to change it) or why the masses received it in a certain way. A final part of the assignment will be to explain how the song impacted the time period when it came out. To do this you will get into the facts about the song –how popular it was, what the music industry’s critics thought of it. You will need to explain why (or why not) it was not a commercial/critical success, while at the same time it successfully captured some part of the period in which it was published. The songs are chosen from every decade from the 1940s to 1999.

There are at least eight songs in each decade to choose from. There will need to be two types of research, first on the songs, most of which will be found on the internet, while the second research focus will be on the time period/decade. You will need to use books and articles for that (full text is fine, but make sure the source is actually a version of a print source –make sure the journals are major magazines –Rolling Stone, Time, Newsweek, and along those lines). You need to use at least four academic sources.

You will make your song selection via email on the CLASS CANVAS EMAIL, and it is a first come, first choice. Make sure you put the song title in the subject line of the email. There are shortcomings to this list, which is open for suggestions from students; there are only a few country songs and just a couple of rap songs and no hip/hop.

Specifics for the paper:

• 750 to 1,200 words long (title page and bibliography do not count toward word count)
• Title page -paginate all other pages
• Double spaced, font 11 or 12
• All sources, paraphrasing as well as direct quotes (anytime the ideas are not yours) must be cited in the body, according to MLA, APA, or Chicago Manual of Style formatting (I do not care which one, but be consistent)
• Bibliography, arranged alphabetically by author (if known) or source (if no author)
• The body cannot be more than 33% direct quotes from a source/sources (the idea is to present as much of your analysis of information as possible, while allowing for strong support from research sources)

Song of the Times Rubric:
Scores are broken into four categories:
The SOT research paper brings together the elements of course outcomes, hopefully in a fun and interesting way, that can also cause you to look at the music you listen to through a more thoughtful prism. Therefore, it might be useful to review those on the syllabus as you complete your papers.

• Format and Mechanics (following directions regarding word count -750-1,200, font, double spacing, pagination, title page, bibliography properly formatted and etc., grammar and punctuation, meeting minimum research)
• Research (gather at least required minimum number of historical resources, including minimum scholarly sources, with clear connections to song/era; effectively use the research gathered)
• Context of the Song (what was going on in the U.S. when the song became popular –and popularity might have happened more than once or much later than it was written, and how the song reflected on the times, how did the song connect to people living/listening at the time)
• Analysis of the Song (summarize the meaning-what the words mean, as best as you were able to determine of the song).

Point distribution is as follows:
Format and Mechanics (10 points), Research (10 points), Context of the Song (30 points), Analysis of the Song (5 points)

SONG OF THE TIMES ASSIGNMENT, SONG LIST (BY DECADE)
Everyone is to choose one song from the list, which is first come, first choice. The only stipulations about choice, besides no song can be used two or more times, so pay attention to the email chain, is that the maximum number of songs that can be chosen per decade is given in brackets right after the decade. This is another reason it is so important to keep track of which songs have been chosen. So, use the class Canvas site to email the entire class/use reply to my email, your selections. All you need to do is put the title of the song you are choosing in the subject heading.

1940s song list:
“Chattanooga Choo Choo” –Glen Miller
“Boogie Woogie Bugle Boy of Company B” –Andrews Sisters
“Don’t’ Sit Under the Apple Tree” –Andrews Sisters
‘I’ll Be Home for Christmas” –Bing Crosby
“White Christmas” –Bing Crosby
“Sentimental Journey” –Les Brown and his Band, featuring Doris Day, vocals
“We’ll Meet Again” –British version was by Vera Lynn, in the US by Benny Goodman, featuring Peggy Lee (1942)
“That Lucky Old Sun” –Frankie Laine

1950s song list:
“Rags to Riches” –Tony Bennett
“The Ballad of Davy Crocket” –Bill Hayes
“Sixteen Tons” –Ernie Ford
“Heart Break Hotel” –Elvis
“Johnny B. Good” – Chuck Berry
“Rock Around the Clock” –Bill Haley and the Comments
“Smokestack Lightening” –Howlin’ Wolf
“One for My Baby (One More for the Road)” –Frank Sinatra

1960s song list:
“A Change is Gonna Come” –Same Cooke
“Strange Fruit” –Billie Holiday
“Mississippi Goddam” –Nina Simone
“Blowin’ in the Wind” –Bob Dylan (Peter, Paul, and Mary had a big hit with the same song)
“Respect” –Aretha Franklin
“Ballad of the Green Berets” –Barry Sadler
“Fortunate Son” –Creedence Clearwater Revival
“Good Vibrations” –The Beach Boys
“For What It’s Worth” –Buffalo Springfield
“Eve of Destruction” –Barry McGuire
“Where Have All the Flowers Gone” –Kingston Trio (out in 1962, but resurfaced during Vietnam War)
“Abraham, Martin, and John” –Dion
“My Generation” –The Who

1970s song list:
“Imagine” –John Lennon
“Sweet Home Alabama” –Lynard Skynard
“Bridge Over Troubled Water” –Simon and Garfunkel
“What’s Goin’ On” –Marvin Gaye
“I am Woman”-Helen Reddy
“Big Yellow Taxi” –Joni Mitchell
“Ohio” –Crosby, Stills, Nash, and Young
“Get Up, Stand Up” –Bob Marley and the Wailers (originally done in 1973, later versions by just Marley)
“I Will Survive” –Gloria Gaynor
“Won’t Get Fooled Again” –The Who
“No Woman, No Cry” –Bob Marley
“Hotel California” – The Eagles

1980s song list:
“Welcome to the Jungle” –Guns and Roses
“Small Town” –John Mellencamp
“Born in the USA” –Bruce Springsteen
“Pride (In the Name of Love)” –U2
“God Bless the USA” –Lee Greenwood
“Land of Confusion” –Genesis
“Allentown” –Billy Joel
“Girls Just Wanna Have Fun” –Cyndi Lauper
“A Country Boy Can Survive” –Hank Williams, Jr.
“Subdivisions” –Rush
“Don’t Believe the Hype” –Public Enemy
“The River” –Bruce Springsteen
“Boys of Summer” –Don Henley
“The Way It Is” –Bruce Hornsby
“I’m Comin’ Out” –Diana Ross (released in 1980, but has remained a statement song)

1990s song list:
“Waterfalls” –TLC
“Philadelphia” –Bruce Springsteen
“Rooster” –Allice in Chains
“The Thunder Rolls” –Garth Brooks
“Fight the Power” –Public Enemy (A song that was published in 1989 in a soundtrack, but 1990 on their cd)
“End of the World as We Know It” – R.E. M.
“Hunger Strike” – Temple of the Dog
“Empire” –Queensryche
“Independence Day” –Martina McBride
“Mo Money Mo Problems” –Notorious B.I.G.
“U.N.I.T.Y.”-Queen Latifah
“Man, I Feel Like a Woman” –Shania Twain
“Smells Like Teen Spirit” –Nirvana

Assessment # 2:  Midterm Essay Questions (respond to one)
1. Explain how British policies and colonial reactions to those policies, as well as colonial-American attitudes during the colonial period (through 1775) led to the deterioration of relations with England. (Think broadly)
2. Explain the United States’ first form of government, why it was created the way it was, and why it was replaced with the Constitutional government.
3. Review and explain how the effort to control the frontier (western lands up to the Mississippi River) during the colonial through early national period (through 1815, loosely) influenced the growth of the colonies/new nation.
4. Explain the advantages and disadvantages facing both the English and American colonists going into the Revolution, and how each impacted the fighting and then final outcome of the war.
5. Review and explain the challenges facing, achievements attained, and failures of the Founding generation (roughly 1754-1800, maybe 1816).

Generally, each of these will require you to pull out information from multiple units and from video lectures, the text, and supplemental videos/other material. Remember to address the why and how and not just the what.

You will answer any ONE of these, in extreme detail. Either paste your response or upload it to the assignment page. The format should follow this: 11/12 font, double spaced, standard headers/foot//margins, and pagination, with a title page that includes the number and wording of the question you are answering. Failure to follow directions will result in the loss of points.

Working together is fine, and can be helpful, but everyone must turn in their own work. Any two (or more) essays that are the same will be deemed cheating by all parties and result in zero scores for the entire exam for all. Lastly, these are designed to be answered based on the information in the text book and class material including lecture capture, and any videos posted to the class page – do not use other sources and claim them as your own, which is plagiarism (cheating) and will also result in a zero for the midterm. Using AI assistance is plagiarism and will also result in a zero score. If you decide to use outside sources beyond material provided in the units, like many of you certainly will, make sure you cite it.

If you have any questions between now and your exam I encourage you to contact me via email or call my office (email is best). Since it takes time to answer the student questions which might make it impossible to get to everyone in a timely manner, I will not respond to questions that come in less than 24 hours before the scheduled exam is due. No, there is no minimum length requirement. However, no answer should exceed four (double spaced) pages -this does not count the title page. Good luck and relax.

Assessment # 3: HIST-102 Discussion prompt- (World History II, 15th to the 20th century)

Read the Vaz de Caminha letter and the da Gama journal. Discuss 2 problems you found most surprising about the difficulties the Portuguese had in communicating, interacting with and understanding the cultures they encountered?

Describe the process used to analyze success? (Are common GEM assessment methods used? Are assessment results collected, scored, and analyzed regularly? How are faculty engaged in the process? Are students meeting the outcomes?)

(See GEM 6 Screenshots below)

Since the 2018 History Program Review, when GEM assessment data collection had just started, faculty progressed toward scoring established outcomes for all GEM 6 History courses each semester, though only spring semester data is collected for the dashboard.  Faculty are responsible for applying the five-competency area scoring rubrics for chosen assignments.  Collective outcomes for each class are analyze to see if there are any significant differences between the History GEM 6 courses taught by that faculty.  Cumulative data is made available by NIC’s Institutional Effectiveness office after the conclusion of each spring semester.  That data can be broken down into many informative categories, including by faculty and student demographics, which can be quite useful in identifying any significant deviations from the outcomes for other GEM 6 programs.  Fortunately, students in history courses are overwhelmingly meeting GEM outcomes.  The student GEM success rate in each of the five competency areas in History GEM 6 courses is roughly 95%.