NYC Honors Extension Project 

[Grade Sheet] 
 

Requirements 
✓ All audio diaries/podcasts must be within 5-7 minutes 
✓ A strong claim/thesis must be present that takes a defendable stance, answers the 
selected prompt completely, and acts as the project’s guiding thesis 
✓ Valid evidence from the fieldwork must be supplied which supports your claim 
✓ The evidence must be analyzed to link it back to the claim and clarify your point to 
the listener 
✓ All audio diaries/ podcasts must be placed firmly in the context of the immigration 
unit of ​The Code​ and exhibit your learning of this unit 
✓ The audio diary/ podcast must be edited to create a cohesive, clean final product 
 

Prompt #1: Create two podcasts that add  Prompt #2: Create a deep, thoughtful, 
up to 5-7 minutes of edited audio. Each  academic (but simple) question that links 
podcast will examine a sound recorded  to the concepts and themes we have been 
from the fieldwork that, when examined  examining in the immigration unit of T​ he 
and explained by the narrator, represents  Code​. Ask expert speakers, tour guides, 
deeper or broader concepts linked to  friendly (safe) strangers and park rangers 
immigration, power, privilege, race, or  that we meet your question. Edit the 
exclusion.   answers together and create a conclusion 
 
or thesis which that communicates your 
findings and learning. 
 

Prompt # 3: Create an audio diary that acts  Prompt #4: Create a podcast that tells the 
as a record of the things you see, hear,  story of a real person or small group of 
feel, and learn during the NYC fieldwork.  people from history that you learned 
This audio diary should be a personal  about from the Ellis Island or Moca 
account of the trip as well as a  fieldwork sites. Use the story to introduce 
representation of your academic grappling  and unpack concepts such as immigration, 
with the concepts of immigration, power,  power, privilege, race, and exclusion. Set 
privilege, race, and exclusion, throughout  the scene, produce a beginning, middle, 
the fieldwork sites. The audio diary needs  and end to the story. Include a conclusion/ 
to present a thesis, moral, or overarching  thesis that synthesizes the message you 
lesson that you took away from the trip  are trying to communicate. Connect the 
concerning the immigration unit of ​The  story to the immigration unit of The Code, 
Code​.  and the concepts and themes we have 
 
been learning about. 
 
 
Rubric  Exemplary  Proficient  Developing  Beginning 
 I can use  The product goes  The product meets  Some project  Many project 
evidence to  beyond the project  all project  requirements  requirements 
build evidence  requirements, has  requirements, has  are missing or  are missing or 
based claims  an expert  a strong  wrong. The  wrong. The 
and  claim/thesis,  claim/thesis,  student  student 
counterclaims  evidence and  evidence, and  demonstrates a  demonstrates a 
analysis, and  analysis, and  shallow  weak 
exhibits a deep  sufficiently  understanding  understanding 
understanding and  demonstrates the  and grappling  of the content 
grappling of the  student’s  of the content 
content  understanding and 
grappling of the 
content  

HOW:  The creativity,  The creativity,  The creativity,  There is little to 
Creativity,  thought, effort,  thought, effort, and  thought, effort,  no thought, 
Thought, Effort,  and craftsmanship  craftsmanship is at  and  effort, 
and  is at a professional  a junior level of  craftsmanship  creativity, or 
Craftsmanship  level of completion  completion  is below a  craftsmanship 
junior level of 
completion