This is part of my Generative AI in the Classroom series where I write about how AI is changing education and what I have learned from using it. Read the rest of this series here.

So today, I wanted to ask ChatGPT to help me generate some Learning Intentions and Success Criteria for my upcoming micro unit. Currently, I teach in a 5×5 semester block schedule, where I cover topics in a Current Events debate class and World History. Here are the Learning Intentions (LI) and Success Criteria (SC) for my Middle Ages-Revolutions unit:

LI: Students should have an understanding of cultural movement, assimilations, and adaptations in Europe during the period between the fall of Rome and the rise of nation-states.

SC: Students can collect data from secondary sources (maps, texts, and videos) and develop a methodology to compare three different cultural intrusions in post-Roman Europe.

As you can see below, they can be incredibly overwhelming and wordy. However, for a teacher in need of a unit guide or ideas on where to go next in a unit, these are still good starting points for working in the classroom. As always, use the AI resources you have access to but be sure to check and double-check anything it suggests if you are not sure about the correctness or possibility of digital hallucinations.

Below is my transcript from ChatGPT when I asked for the LI SC. I first focused on the idea of trade, then asked about maps, and finally, the more specific prompt I wanted. This will give you some clue as to how the updated AI is handling educator requests of this kind.

User
Could you give me learning intentions and success criteria for a unit on medieval Europe in relation to trade?

ChatGPT
Certainly! Learning intentions and success criteria are essential for guiding both teachers and students in understanding the purpose of a unit and what success looks like. Here are learning intentions and success criteria for a unit on medieval Europe in relation to trade:

Learning Intentions:

Understanding the Role of Trade: By the end of this unit, students should be able to understand the significance of trade in medieval Europe and its impact on the economy and society.

Exploring Trade Routes: Students will explore the major trade routes used in medieval Europe and analyze how they facilitated the exchange of goods and ideas.

Evaluating Economic Systems: Students will be able to compare and contrast different economic systems that emerged in medieval Europe, including feudalism and the growth of market economies.

Analyzing Trade Partnerships: Students will analyze the dynamics of trade partnerships, both local and international, and assess their influence on political and cultural interactions.

Identifying Key Goods: Students will identify key goods traded during this period and understand their significance in shaping medieval Europe’s culture and economy.

Success Criteria:

Role of Trade (Knowledge):

Students can explain the importance of trade in the medieval European context.
They can provide examples of how trade influenced various aspects of medieval life, including agriculture, technology, and culture.
Trade Routes (Analysis):

Students can identify and map out major trade routes such as the Silk Road, the Mediterranean, and the Hanseatic League routes.
They can explain how these routes promoted the exchange of goods and ideas between different regions.
Economic Systems (Comparison):

Students can compare and contrast feudalism and market economies, highlighting the key characteristics of each system.
They can discuss how the transition from feudalism to market economies impacted medieval European society.
Trade Partnerships (Evaluation):

Students can evaluate the advantages and disadvantages of local and international trade partnerships in medieval Europe.
They can analyze how these partnerships influenced political alliances and cultural diffusion.
Key Goods (Application):

Students can identify specific goods traded during the medieval period, such as spices, textiles, and precious metals.
They can explain the cultural and economic significance of these goods in medieval Europe.
These learning intentions and success criteria provide a clear framework for both teaching and assessing student understanding of trade in medieval Europe. They guide students toward a comprehensive understanding of the topic and help them recognize what success in the unit looks like.




User
Could you write learning intentions and success criteria for comparing maps and seeing correlations between maps of different time periods?

ChatGPT
Certainly! When comparing maps and seeking correlations between maps of different time periods, it’s important to focus on both the skills and knowledge students should acquire. Here are the learning intentions and success criteria for this activity:

Learning Intentions:

Map Comparison Skills: By the end of this unit, students should be able to demonstrate proficiency in comparing and contrasting maps from different historical periods.

Understanding Historical Change: Students will develop an understanding of how geographic features, boundaries, and human settlements have evolved over time through the analysis of maps.

Identifying Correlations: Students will learn to identify and explain correlations or patterns between maps, helping them draw meaningful conclusions about historical, cultural, or environmental changes.

Contextual Interpretation: Students will practice interpreting maps within their historical, cultural, and political contexts to gain insights into the past.

Success Criteria:

Map Comparison Skills (Analysis):

Students can accurately describe the key features of each map, including geographic elements, symbols, and scales.
They can use appropriate map vocabulary when discussing their observations, such as “legend,” “scale,” and “compass rose.”
Understanding Historical Change (Knowledge):

Students can identify changes in geographic boundaries, land use, and settlement patterns on the maps.
They can demonstrate an understanding of historical events or processes that contributed to these changes.
Identifying Correlations (Critical Thinking):

Students can identify correlations between features on different maps, such as the expansion of cities corresponding to the growth of trade routes.
They can explain how these correlations reflect broader historical trends or events.
Contextual Interpretation (Historical Perspective):

Students can analyze maps in their historical context, considering factors like the era’s technology, cartographic practices, and the worldview of the time.
They can discuss how historical events, such as wars or migrations, influenced map changes and correlations.
Communication (Presentation):

Students can effectively communicate their findings through written or oral presentations.
They can organize their analysis logically, using evidence from the maps to support their conclusions.
Synthesis (Critical Thinking):

Students can synthesize information from multiple maps and sources to draw broader historical insights.
They can articulate the significance of their findings in understanding historical processes or trends.
These learning intentions and success criteria provide students with a structured framework for comparing and analyzing maps from different time periods. They emphasize not only map-reading skills but also the ability to draw meaningful historical conclusions by identifying correlations and placing maps within their historical context.




User
Could you give me learning intentions and success criteria for World History class unit about the cultures that invaded Europe following the fall of Rome?

ChatGPT
Certainly! When teaching a unit on the cultures that invaded Europe following the fall of the Roman Empire, it’s important to focus on developing a deep understanding of the historical events and the impact of these invasions on Europe. Here are the learning intentions and success criteria for this unit:

Learning Intentions:

Understanding Historical Context: By the end of this unit, students should have a strong understanding of the historical context surrounding the fall of the Roman Empire and the subsequent invasions of various cultures.

Cultural Awareness: Students will develop an appreciation for the diversity of cultures that played a significant role in shaping medieval Europe, including the Vandals, Visigoths, Huns, and others.

Analyzing Cultural Exchange: Students will be able to analyze the cultural exchange that occurred as a result of these invasions, including the diffusion of languages, religions, and technologies.

Impact on Europe: Students will examine the impact of these invasions on the political, social, economic, and cultural landscape of Europe during the early Middle Ages.

Success Criteria:

Historical Context (Knowledge):

Students can explain the key factors that led to the fall of the Western Roman Empire, including economic, political, and external pressures.
They can describe the timeline of major invasions and migrations following the fall of Rome.
Cultural Awareness (Comprehension):

Students can identify and describe the key characteristics of the cultures that invaded Europe, including their origins, languages, and customs.
They can explain the motivations and goals of these invading cultures.
Cultural Exchange (Analysis):

Students can analyze examples of cultural exchange resulting from these invasions, such as the spread of Christianity or the adoption of new technologies.
They can discuss how cultural diffusion influenced both the invading cultures and the indigenous European societies.
Impact on Europe (Evaluation):

Students can evaluate the impact of these invasions on Europe in terms of political changes, the transformation of societal structures, economic shifts, and cultural developments.
They can provide evidence and examples to support their evaluations.
Critical Thinking (Synthesis):

Students can synthesize information from various sources to explain how the invasions and migrations contributed to the emergence of early medieval European kingdoms.
They can draw connections between the events of this period and their lasting effects on European history.
Effective Communication (Presentation):

Students can effectively communicate their understanding through written essays, oral presentations, or visual presentations.
They can organize their thoughts coherently and use appropriate historical terminology.

These are the two AI images made for the post. The top is from Midjourney and the bottom is from Adobe Express Beta.