Social analysis report gned 500

This is your GNED 500 assignments package for the entire semester.

This package includes instructions and rubrics for all the assignment you must complete in this course:

1) Chapter Critique presentation (10%)

2) Social Analysis Proposal (10%)

3) Social Analysis Research Report (20%)

4) Social Analysis Presentation (10%)

· Each of these assignments is a group assignment. You must have the same group for the Social Analysis Proposal, Research Report, and Presentation.

· You will be assigned or you may choose different group members for the Chapter Critique presentation.

· Chapter Critique Presentation groups will be decided in the first week of class. Chapter Critique Presentations begin in week 2 of class.

ASSIGNMENT I: CHAPTER CRITIQUE PRESENTATIONS (10%)

(as mandated by the General Education Department in the School of Advancement)

Throughout the semester, student groups will hold seminars on a chapter from the textbook. Critiques/seminars will last for approximately 20 mins.

Each group, composed of 2-3 students, will lead a discussion on the week’s assigned textbook chapter. It is the group’s responsibility to outline the most important aspects of the readings. The group will also be responsible for facilitating class discussion. This means being respectful of everyone’s opinions, asking prompting questions, and being an active listener and participant in the discussion.

What you must cover:

1) Summary: An outline of the most important points of the chapter

· What is the author’s main argument? What are the key concepts outlined in the article/chapter?

· What evidence does the author/s use to prove the argument/s?

2) Critiques of the chapter

· Does the author fail to discuss any relevant points?

· Are there errors, missing information, biases in the reading?

· Are there concepts or sections that are confusing for your group?

3) Research

· Citing critical material from sources other than the assigned reading is not required. However, citing independent research on the topic demonstrates initiative and your ability to apply these concepts to other areas of learning

4) Power Points are encouraged or group activities/exercises if power point is not appropriate to your presentation.

5) A minimum of 3 questions for discussion and/or appropriate ice breaker activity that reinforces concepts in the reading

Structure

10 minutes

Explanation of the most salient points of the reading(s) and critiques- Power Point Presentation or group activity

10 minutes

Group discussion led by discussion questions to illustrate points

5-10 minutes

Q&A and wrap-up

Suggestions for seminar group

· Divide up group work early on

· Assign each group member a part of the seminar

· Research the topic to better critique the article and answer any questions the class has for you (one outside reference is usually helpful)

· Reference the chapter where appropriate on power points

· Practice what you will say – speak loudly and clearly

Course Title CENTENNIAL COLLEGE Course Code

GNED 500

Rev. COLT: May 2010 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 7

2

Chet Singh. GNED 500, Fall 2014, ed. Renée Sgroi, Fall 2015

Chapter Critique Presentation Rubric

Total Marks: ___/50

Criteria

Needs Improvement

(0-1 mark)

Satisfactory

(2-4 marks)

Great

(5-7 marks)

Outstanding

(8-10 marks)

Presentation Style

Not able to command the attention of the class. Difficult to hear presenters, errors in slides or difficulty presenting the material. Lack of organization evident. No class activities utilized..

Some effort towards engaging class. Weak organization. Some errors in materials or slides, though these do not interfere with overall meaning or presentation. One or two class activities utilized.

Solid presentation skills. Presenters clearly articulate material and engage the audience. Clear slides. Solid evidence of organization. Solid class activities utilized..

Excellent presentation skills. Articulate and engaging speakers and material presented. Extremely organized. Engaging and informative class activities utilized.

Summary

Group is unable to identify most salient points for the readings. Audience does not grasp new, abstract or difficult ideas

Group describes some of the most salient points of the reading(s). The link between the author’s supporting evidence and the main argument is not clear.Some of the audience able to grasp new, abstract or difficult ideas

Group describes only the most salient points of the reading(s). The relevance of the author’s supporting evidence to the main argument is not clear. Some of the audience able to grasp new, abstract or difficult ideas

Group clearly articulates only the most salient points of the reading(s). The relevance of the author’s supporting evidence to the main argument is clearly explained. Presents examples to clarify new, abstract or difficult ideas

Critiques

Critique is weak and uneven. Does not identify or minimally identifies biases, gaps, omissions,etc. Facts and data hardly used to support opinions. Weak critical thinking skills.

Critique is satisfactory, with an effort made towards identification of biases, gaps, omissions,etc. Some facts and data used to support opinions. Demonstrates some critical thinking skills.

Critique is solid, including thorough identification of biases, gaps, omissions,etc. Facts and data used to support opinions. Demonstrates critical thinking skills.

Critique is sophisticated and well thought out, including excellent identification of biases, gaps, omissions, etc. Facts and data used to support opinions. Demonstrates superior critical thinking skills.

Discussion Questions & Facilitation

Discussion questions not well thought out. Group fails to direct the discussion appropriately. Appears that one team member carrying entire presentation

Discussion questions are thoughtful and add to the quality of the seminar. Some team members not engaged

Discussion questions complex and discussion directed by all speakers. Solid participation from team members

Discussion questions sophisticated and an integral part of seminar. Entire group leads discussion. Equal participation from team members

Organization

Ideas awkwardly presented, vague or unclear. Information is presented in a manner that encourages only limited involvement from the class. Poor time management of presentation

Ideas are clear. Information is presented in a manner that encourages some involvement from the class .Presentation length too short or long

Ideas are relevant and clearly presented. Information is presented in a manner that encourages class discussion and/or participation. Presentation length adequate

All ideas are clear and developed in a sophisticated way and articulately presented. The seminar is organized to involve the class in a significant way in terms of both participation and discussion. Activity is well planned and appropriate length

Adapted from http://www.qesnrecit.qc.ca/ccdb/2mmclub/docs/ rubric -coop1.doc . TOTAL: _______/50

ASSIGNMENT 2: Social Analysis Project Proposal (10%)

(as mandated by the General Education Department in the School of Advancement)

The intention of this assignment is to develop a clear plan for your analysis of a social problem/issue that you will investigate in assignment 3: social analysis research report. The proposal is therefore the basis of both your report AND your social analysis presentation at the end of the semester.

One proposal must be completed and submitted by each group. I do not need multiple submissions from team members. Please ensure that all team members’ names are on the proposal. Your proposal must include 2-3 paragraphs introducing/overviewing the topic (can be used to frame the introduction for your research paper) as well as an annotated bibliography of the sources you intend to draw from for your analysis. Each group member is responsible for completing one annotation (i.e. a proposal with three group members would have three annotations).

Possible topics for social analysis projects include:

· Violence against, and missing aboriginal women

· Children and use of food banks in the GTA

· Racial profiling

· Racism towards Aboriginal people in Canada (e.g. Thunder Bay, Winnipeg, Edmonton, Vancouver)

· Discrimination against LGBTQ communities

· Sexism in the media

· Discrimination against people with disabilities

· Tar sands projects

· Food waste in North America

· Aboriginal issues in Canada

· Child labour in the production of chocolate

· Exploitation of labourers in the garment and clothing industry

· Lack of access to basic medications in developing countries

· Rising rates of poverty in Toronto and/or the GTA

· Human trafficking

(Please speak to your professor about your topic before you submit. Only one topic per group is allowed. Topics will be posted on eCentennial. Once they have been claimed, you will not be able to choose that topic for your group.)

What to include in your proposal:

· A statement about the topic: What is the social problem/issue that you will be researching?

· A statement about what you currently know about this topic

· A statement about why this problem/issue concerns you?

· How does this problem/issue relate to your personal or professional life? (Think about how you are connected to the problem as a global citizen, or in terms of your chosen career path)

· What questions do you have about this problem/issue?

· How will you go investigate the problem? (Provide an outline for how you will examine the issue, with a list of which group members are assigned to which part.)

· Annotated bibliography (see below)

PROPOSAL (CONT’D)

Annotated Bibliography (this is part of your project proposal)

An annotated bibliography is a list of sources that you intend to use in your research paper. Its purpose is to help you identify research that has been done on your topic and evaluate it, specifically considering its value to your social analysis/research. For each annotation (source) you will be required to provide a description of the source (approximately one paragraph) along with a critique or evaluation of its relevance to your topic. You should use APA style to format your annotated bibliography.

Students are expected to be responsible for one annotation each. Thus, in a group of 3 students, each student is responsible for one annotation, for a total of 3 for the entire group.

What to include in your description/critique of a source:

· Summary of the main arguments

· Strengths and weaknesses of the work

· Issues/ omissions/ gaps/ problems that you identify

· Value/contribution that this source will have to your social analysis

SOCIAL ANALYSIS PROPOSAL RUBRIC (10%)

OUTCOME ASSESSED

EMERGING

LEVEL I

DEVELOPING

LEVEL II

COMPETENT

LEVEL III

STRONG

LEVEL IV

OUTSTANDING

V

1

2

3

4

5

6

7

8

9

10

Communication Skills and Organization

Little or no clarity. Proposal not very articulate or well organized. Fails to include all required components.

Topic unclear; lack of organization. Fails to include many required components.

Lacks clarity. Somewhat disorganized and inarticulate however, still comprehensible. Includes some required components.

Proposal clear and articulate. Information clearly and meaningfully organized. Includes most required components.

Proposal very clear and articulate; is logically organized and well structured. Includes all required components.

/10

0-10

11-16

17-21

22-25

26-30

Introduction of Social Problem

Does not clearly identify problem or issue. Chosen problem or issue is not directly related to course topics and material. Fails to address relationship to personal or professional life. Fails to provide outline/structure for social analysis report.

Demonstrates limited ability to identify problem or issue. Chosen problem or issue is vaguely related to course topics and material. Marginally addresses relationship to personal or professional life. Provides minimal outline/structure for social analysis report.

Demonstrates some ability to identify problem or issue. Chosen problem or issue is moderately related to course topics and material. Sufficiently addresses relationship to personal or professional life. Provides outline/structure for social analysis report.

Follows most instructions to identify problem or issue. Chosen problem or issue is related to course topics and material. Successfully addresses relationship to personal or professional life. Provides detailed outline/structure for social analysis report.

Thoroughly identifies problem or issue. Exceptionally addresses relationship to personal or professional life. Provides very detailed outline/structure for social analysis report.

/30

0-10

11-16

17-21

22-25

26-30

Research Skills and Annotated Bibliography

Fails to adequately develop an annotated bibliography. Poor research skills. Fails to provide a description of the source. Fails to adequately select credible, appropriate, valuable, relevant sources etc. Fails to provide basic information and details on topic/issue for the report. Poor APA skills.

Limited ability to develop an annotated bibliography. Description of source is minimal and lacks detail. Limited research skills, ability to select credible sources, appropriate, valuable, relevant etc. Limited referencing in APA style.

Some ability to develop annotated bibliography; somewhat detailed description of sources. Satisfactory research skills, including selection of sources (credible, appropriate, valuable, relevant etc.) Satisfactory APA referencing.

Sound ability to develop annotated bibliography; detailed description of the source. Good research skills, including selection of sources (credible, appropriate, valuable, relevant etc.) Good referencing in APA style.

Excellent ability to develop an annotated bibliography; very detailed description of the source. Excellent research skills, including selection of sources (credible, appropriate, valuable, relevant etc.). Excellent referencing in APA style.

/30

0-10

11-16

17-21

22-25

26-30

Annotation Evaluation and Critique

Fails to evaluate/critique the annotation. Evaluation/critique lacks detail and supporting arguments.

Demonstrates a limited ability to evaluate/critique the annotation with limited detail and supporting arguments.

Demonstrates some ability to evaluate/critique the annotation with some detail and supporting arguments.

Demonstrates a sound ability to evaluate/critique the annotation with detail and supporting arguments.

Demonstrates an excellent ability to evaluate/critique the annotation with extensive detail and supporting arguments.

/30

TOTAL: _____/100

ASSIGNMENT 3: Social Analysis Report (20%)

(as mandated by the General Education Department in the School of Advancement)

Each group is required to analyze a social problem/issue using one of the frameworks presented in class. Proposals and feedback received from the professor should be used in the analysis and development of the report. One social analysis report must be submitted per group.

Report must be organized and must include headings and sub-headings along with the name of the individual responsible for completing the respective section (name printed beside heading or sub heading).

Reports must contain following components:

1) Introduction

· Introduce and identifying the social problem

2) Social Analysis

· Conduct a social analysis using one of the frameworks presented in class

· Use the framework you have chosen to explain in your analysis:

· how and when the problem began,

· where the problem is occurring,

· why it still exists,

· what factors are contributing to the problem,

· who is involved in the perpetuation of this problem

· Support your arguments with research from credible academic sources (see annotated bibliography for proposal)

· Analysis should be in depth (2-3 paragraphs for each level of analysis)

3) Social Action Initiatives

· Research what people are currently doing to address the issue/problem you have chosen

· Discuss 3 social action initiatives currently being implemented by individuals, communities, organizations, government etc. that attempt to address the social problem you have studied

· Provide a brief description of each initiative

· Provide a critique/evaluation of each initiative

4) Recommendations for Social Action

· Using information gathered from the social analysis, feedback from the instructor, and research on current social action initiatives, students will develop a set of recommendations for social action

· Students should select the most appropriate action from the 3 social action initiatives

· Recommendations must be supported/justified using information obtained from the social analysis or research

5) Conclusion

Requirements:

· Length -- 4 to 6 pages (not including cover page or references)

· Research -- Information used in the report must be obtained from credible academic sources – can use a combination of journal articles, books, credible websites (Google, Wikipedia not included here), articles, documentaries, organizations etc.

· All research must be cited throughout the assignment using APA formatting

· In text citations in the body of the paper

· References/Works cited (at the end of the report)

SOCIAL ANALYSIS REPORT RUBRIC

OUTCOME ASSESSED

EMERGING

LEVEL I

DEVELOPING

LEVEL II

COMPETENT

LEVEL III

STRONG

LEVEL IV

OUTSTANDING

V

MARK

1

2

3

4

5

6

7

8

9

10

Language Conventions

And Group Organization

Little or no clarity. Meaning distorted.-Not very articulate or well organized. Does not indicate group member’s roles and responsibilities..

Report unclear and difficult to follow due to lack of organization and articulation, which affects meaning. Vaguely indicates group member’s roles and responsibilities..

Project lacks clarity. Somewhat disorganized and inarticulate however, these don’t interfere with meaning. Provides some detail on group member’s roles and responsibilities

Product/ project clear and articulate. Information clearly and meaningfully organized. Indicates most group member’s roles and responsibilities.

Project / product is very clear and articulate; logically organized and well structured. Thoroughly indicates group member’s roles and responsibilities

/10

0-9

10-12

13-15

16-17

18-20

Identify

Social

Problem

Does not clearly identify problem or issue. Chosen problem or issue is not directly related to course topics and material. Fails to establish a rationale on the importance of the issue from a global and/or local standpoint.

Limited ability to identify problem or issue. Chosen problem or issue is vaguely related to course topics and material. Loosely establishes a rationale on the importance of the issue from a global and/or local standpoint.

Some ability to identify problem or issue. Chosen problem or issue is moderately related to course topics and material. Using the chosen framework, explains and examines the problem in detail..

Solidly identifies problem or issue. Chosen problem or issue is related to course topics and material. Using the chosen framework, explains and examines the problem in detail.

Thoroughly identifies and investigates the social problem or issue. Using the chosen framework, explains and examines the problem in detail.

/20

0-9

10-12

13-15

16-17

18-20

Basic Research and Information

Does not identify, collect and reference (APA in-text and references) relevant material to provide basic information and details on topic/issue of the project.

Demonstrates limited ability to identify, collect and reference (APA in-text and references) relevant material to provide basic information and details on topic/ issue of the project.

Demonstrates some ability to identify, collect and reference (APA in-text and references) relevant material to provide basic information and details on topic/issue of the project

Follows most instructions to identify, collect and reference (APA in-text and references) relevant material to provide basic information and details on topic/issue of the project.

Demonstrates an excellent ability to identify, collect and reference (APA in-text and references) relevant material to provide basic information and details on topic/issue of the project.

/20

0-10

11-16

17-21

22-26

27-30

Social

Analysis

Does not complete social analysis of topic/issue using researched material and one of three frameworks provided in class. No detail or supporting arguments.

Demonstrates limited ability to complete social analysis of topic/issue using researched material and one of three frameworks provided in class. Lacks detail and supporting arguments.

Demonstrates some ability to complete social analysis of topic/issue using researched material and one of three frameworks provided in class. Some detail and supporting arguments.

Follows most instructions to complete social analysis of topic/issue using researched material and one of three frameworks provided in class with detail and supporting arguments.

Demonstrates an excellent ability to complete social analysis of topic/issue using researched material and one of three frameworks provided in class with extensive detail and supporting arguments.

/30

0-1

2-4

5-6

7-8

9-10

Basic Research on Social Action

Does not identify and evaluate 3 current social action projects/plans being implemented to address topic/issue of the project.

Demonstrates limited ability to identify and evaluate 3 current social action projects/plans being implemented to address topic/issue of the project.

Demonstrates some ability to identify and evaluate 3 current social action projects/plans being implemented to address topic/issue of the project.

Follows most instructions to identify and evaluate 3 current social action projects/plans being implemented to address topic/issue of the project.

Thoroughly identifies and evaluates 3 current social action projects/plans being implemented to address topic/issue of the project.

/10

Recommendations

For

Social

Action

Fails to support/justify plan using social analysis and research to create realistic and practical solutions for change.

Demonstrates limited ability to support/justify plan using social analysis and research to create realistic and practical solutions for change.

Demonstrates some ability to support/justify plan using social analysis and research to create realistic and practical solutions for change.

Follows most instructions to support/justify plan using social analysis and research to create realistic and practical solutions for change.

Follows all instructions to support/justify plan using social analysis and research to create realistic and practical solutions for change.

/10

TOTAL: _____/100

ASSIGNMENT 4: Social Action Presentation (10%)

(as mandated by the General Education Department in the School of Advancement)

Students are responsible for presenting their social analysis as well as their social action plan to the class. Presentations will occur in groups and should span a duration of 15-20 minutes.

All group members must present on their assigned presentation date.

Groups will be assessed on their development of the social action plan as well as their presentation skills.

The presentation should be engaging and it should include audience participation. Prior to the presentation, each group must submit a PowerPoint of the presentation to the professor using the digital drop box on eCentennial.

Social Action Plan Presentation

Each presentation must contain:

· A description of the social problem/issue

· An overview of the social analysis (the report) – please do not present the entire report to the class

· A summary of the 3 researched social action initiatives

· Justification/support for steps/plan and intended outcomes

· Evaluation of the plan and intended outcomes

· Use of visual aids (i.e. power point, YouTube etc.)

· Use of interactive presentation techniques

· Creative questioning and Interactive activities

NOTE: Be sure to reference all material used in the presentation using APA style formatting. Do not copy directly from sources onto PowerPoint slides.

SOCIAL ACTION PRESENTATION RUBRIC

OUTCOME ASSESSED

EMERGING

LEVEL I

DEVELOPING

LEVEL II

COMPETENT

LEVEL III

STRONG

LEVEL IV

OUTSTANDING

V

MARK

0-9

10-12

13-14

15-16

17-20

Social Problem

Explanation and Analysis

Does not demonstrate ability to accurately and clearly explain topic/issue with relevant supporting detail and evidence.

Demonstrates limited ability to accurately and clearly explain topic/issue with relevant supporting detail and evidence.

Demonstrates some ability to accurately and clearly explain topic/issue with relevant supporting detail and evidence. OR, provides an in-depth reading of the report that is unnecessary.

Follows most instructions to accurately and clearly explain topic/issue with relevant supporting detail and evidence.

Demonstrates an excellent ability to accurately and clearly explain topic/issue with relevant supporting detail and evidence..

/40

Delivery

Poor delivery. Does not use information sharing techniques. No interactive activities used to engage students. Almost no organization or preparation. Does not demonstrate knowledge or understanding of the subject matter.

Limited delivery and use of information sharing techniques. Minimal use of interactive activities used to engage students. More preparation and organization required. Demonstrates limited knowledge or understanding of the subject matter.

Adequate delivery. Uses some information sharing techniques. Some Interactive activities used to engage students. Presentation is somewhat organized, but more organization could have been used. Knowledge of the subject matter is adequate.

Solid presentation and sharing techniques. Successfully uses interactive activities to engage students. For the most part, presentation is organized. Familiarity and knowledge of the subject matter is solid.

Clear presentation with excellent delivery and sharing techniques. Makes extensive use of various interactive activities to engage students.

Presentation is organized and runs smoothly. Familiarity and knowledge of the subject matter is excellent. Easily speaks about the topic without making extensive use of notes or PowerPoint slides.

/40

Social Action Plan Process

Does not document and/or follow steps in developing appropriate social action plan, including researched information and intended outcomes.

Loosely documents and/or follows steps in developing appropriate social action plan, including researched information and intended outcomes.

Demonstrates some ability to document and/or follow steps in developing appropriate social action plan, including researched information and intended outcomes.

Follows most instructions to document and/or follow steps in developing appropriate social action plan, including researched information and intended outcomes.

Fully documents and/or follows steps in developing appropriate social action plan, including in-depth researched information and intended outcomes.

/20