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Your Feedback:
I was not able to play your game, unfortunately. I wish I could tell you if it’s fun. I sincerely would like to play so if you can figure out another way to provide access (I tried the link on Slack as well as in the course site).
Still, I watched your video and want to congratulate you on having created a playable game. In my experience, choose your ending projects draw students (and me) in. The concept is solid– measuring affection and looking at its implications for a woman figure–and has the potential of opening up students’ eyes to how much affective labor or choices mattered for women! Love that you found that in some years Catharine could not lose “affection.”
Suggestions: Is there an information page where you list the learning outcomes? A game obviously lets students explore an interesting event and story but what history learning outcomes or Tudor content are you hoping students takeaway? You mentioned showing women’s agency, for example. Is there a place where “feminist analysis” is broken down for the ordinary player?
Also, it may be well beyond the scope of your project, but I’d like to know what frames your thinking about the affection scores? Is it based on primary sources? How did you come up with the scores?
It is indeed ambitious! And I don’t think you need additional variables; I think students can get a lot out of it.
Content: 474456
Your Feedback:
Well researched and detailed. Scalar creates a clean and engaging project.
I like how your activities are scaffolded. Each step builds on the last, starting with reflection, then adding new information and asking students to think again. I also like how the activity repeats in different biographies so that students can get used to your approach.

A couple of observations as you polish your excellent project:
The list regarding Historical Thinking in Art History seems long (for both students and educators). It might be more useful as an instructor if you adapted the most important ones for art history and made them more specific to your project.

I visited the website, and I was not sure always what I was supposed to actually do. That sounds weird, but I wondered if there was more direction than simply reading everything that would keep tired AP History kids focused. For example, how will students know how to use the timelines? Are there questions that will keep them there, a memo to them to tell them what to think about or hunt for in the timeline?

Flags or subheads might help students see immediately why different artworks are there. Your video explains that the scaffolded assignments include other pieces by the Pre-Rafaelite artists at the end. But students may not know what they are seeing and why it’s there.

Overall, the idea and the layout are beautifully done, and the storyline is logically outlined. Thanks for sharing!
Content: 474448

Module 10