Killing Kennedy: the Death that Changed a Nation and the World
Bibliographic record
Abstract
This lesson series is designed for use in Ontario's grade 11 American History course. The \nlesson series acts as an entry point for studying America in the Post-War period by examining the John F. \nKennedy assassination and its larger context and repercussions. Students will have the opportunity to \nexamine primary source evidence to make interpretations on the events of November 22nd, 1963 and the \nsignificance of JFK’s influence on United States by internally and externally. The first lesson goes into \ndepth on what happened during the assassination and asks the question how do we know that the \ntraditional narratives of JFK’s assassination are true. The second lesson explores JFK’s impact on \nexternal Cold War policy and this continues and changes when Johnson assumes power. The third \nlesson analyzes multiple cultural perspectives in the United States during the 1960s and connects \nKennedy to the “hippie” movement through the examination of anti-war music and looks at how these \nperspectives and groups impacted identity and citizenship within the United States. Finally, the fourth \nlesson places students in the role of American citizens grappling with loss of JFK and gives them an \nopportunity to voice their opinion on how JFK ought to be remembered in America, asking the question of \nwhat is significant to remember about JFK’s narrative. It is hoped through these lessons that students will \nbe able to think critically about the assassination and its importance to the wider context of America \nthroughout the Cold War. Ultimately, it is hoped that JFK’s story acts as a moral guide for our students to \nquestion the accepted narrative before committing it to the national memory.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.012 | 0.006 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.025 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".