V.E232

Food for Thought

Food for Thought

Students will look carefully at a series of works of art featuring food. Each student will select two images featuring food and describe the works of art as historical records, comparing and contrasting what the works tell us about community and family traditions.

This item has not been field-tested by Michigan teachers.


This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Compare and contrast the relative time periods represented by images

  • Compare and contrast the relationships between food and family or community traditions

  • 1
  • 2
  • 3
  • 4
  • Student refers to the images as happening now or long ago. Student does not refer to events or inventions of the periods represented by the images or to specific features in each image.

    N/A at this time.
  • Student suggests the time period represented by each image but does not refer to events or inventions of the periods. Student does not refer to specific features in the images.

    N/A at this time.
  • Student identifies the relative time periods represented by the images, referring to events or inventions of the period (for example, one image is current; one image represents a time when there were no automobiles or telephones). Student does not refer to specific features in the images.

    N/A at this time.
  • Student identifies relative time periods represented by the images, referring to events or inventions of the period (for example, one image is current; one image represents a time when there were no automobiles or telephones). Student refers to specific features in each image that suggest what period the image represents.

    N/A at this time.
  • Student describes what the people in each image are doing but does not describe how food relates to family or community traditions.

    N/A at this time.
  • Student identifies a relationship between food and family or community traditions in one image but does not describe such a relationship in the second image.

    N/A at this time.
  • Student describes a relationship between food and family traditions, or between food and community traditions, in each image but does not compare or contrast the relationships.

    N/A at this time.
  • Student compares and contrasts the relationship between food and community or family traditions, referring to specific features of each image.

    N/A at this time.
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