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.