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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify one steam-related design choice in a game clip (e.g., transportation, setting, or conflict) and explain it using at least one piece of evidence from my notes, maps, or historical sources
- I can make a basic connection between the game moment and the steam era and describe what problem or question it helps answer.
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- I can compare at least two game scenes or map moments with corresponding historical evidence to form a claim about how steam technology shapes Western story, world design, or conflict
- I can support my reasoning with quotes, details, or observations from sources and revise my idea when others raise concerns or new evidence appears.
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- I can evaluate multiple explanations for a game design decision by weighing the quality of evidence from clips and historical sources (and noting where evidence is strong or weak)
- I can use targeted questions to probe deeper themes (labor, travel, technology, or daily life), challenge conclusions respectfully, and propose an improved solution to the driving question.
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- I can independently synthesize evidence across game clips, maps, and historical sources to generate a well-reasoned, multi-step explanation linking steam technology to fun/challenge, atmosphere, and conflict in Western video games
- I can test my conclusions by anticipating alternative interpretations, clearly defending my thinking with specific evidence, and using feedback to refine my final model and presentation.
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Deeper Learning Competencies
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Collaboration
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- I can participate in pair/group discussions by taking an assigned role and following agreed norms (e.g., turn-taking, respectful listening) while contributing relevant ideas about steam-era history and Western game design.
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- I can come to discussions prepared by referring to specific evidence from my research (game clips, maps, photos, or interview notes) and work with my partner to maintain clear goals, roles, and deadlines as we make decisions.
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- I can propel the discussion by asking and answering questions that connect our evidence to larger ideas (how steam technology shapes setting, transportation, and conflict), and I can build on my partner’s ideas by clarifying, verifying, or respectfully challenging conclusions with reasons.
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- I can lead collaborative decision-making by coordinating roles, incorporating diverse perspectives, and synthesizing multiple evidence sources into persuasive, well-reasoned claims while using discussion moves (questioning, summarizing, and revising) to improve our shared project plan and model design.
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Deeper Learning Competencies
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Effective Communication
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- I can participate in structured pair/group discussions by taking my assigned role, listening to others, and sharing my ideas clearly using simple evidence from game clips or historical sources.
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- I can come prepared for discussions by citing specific details from my research (game scenes, maps, and historical photos) and building on my partner’s ideas through respectful agreement, addition, or clarification.
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- I can propel discussions by asking thoughtful, evidence-based questions that connect steam history to Western game design and by responding to others to verify, challenge, or refine conclusions with persuasive reasoning.
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- I can lead and adapt collaborative discussions by consistently incorporating multiple perspectives, setting and adjusting shared goals or protocols with my peers, and articulating my conclusions persuasively with well-chosen evidence and clear links to broader themes (e.g., technology, labor, conflict, or setting).
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Deeper Learning Competencies
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Content Expertise
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- I can use provided game clips and historical materials to identify basic ways steam engines appear in Western video game settings, transportation, and conflicts, and I can match each claim to a specific piece of evidence (e.g., a scene moment or photo).
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- I can explain how specific steam-era features (such as trains/boilers, labor demands, or daily transportation needs) influence particular game story moments and world design, and I can justify my explanations with multiple sources connected to my comparison board.
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- I can evaluate and compare design choices across multiple game scenes and historical sources to form well-reasoned conclusions about how steam technology shapes fun/challenge and atmosphere in Western video games, and I can accurately describe the evidence that supports (or weakens) each claim.
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- I can independently synthesize complex evidence from game clips, maps, interviews, and historical references to generate original, persuasive interpretations of cause-and-effect between steam technology and game storytelling/conflict, and I can revise my understanding when new evidence (including peer feedback) suggests a stronger claim.
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Deeper Learning Competencies
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Self Directed Learning
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- I can prepare for discussions by reviewing assigned notes/sources and completing my portion of the research and design tasks before deadlines, and I can explain what evidence I used (e.g., a clip or historical photo) when asked.
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- I can independently monitor my progress during the project by using a checklist/timeline, bringing specific evidence from my research to discussions, and using peer/teacher feedback to make at least one clear revision to my work or plan.
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- I can direct my learning by setting personal goals, tracking which questions or evidence are still missing, and responding to feedback with multiple targeted revisions (including explaining how the evidence changed my thinking).
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- I can self-assess and continuously improve by anticipating where my understanding/design may be weak, seeking additional credible sources or peer input beyond requirements, and explaining how my revisions strengthen the quality, accuracy, and clarity of my final model and presentation.
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