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Module Two Activity Guidelines and Rubric.html
IDS 400 Module Two Activity Guidelines and Rubric
Overview
For your project, you will examine a specific topic, such as an issue or event in diversity, and how it impacts individuals and society. You will demonstrate your ability to think critically, investigate, and communicate clearly. Diversity influences society, and society influences diversity, creating a feedback loop between them. You will critically analyze a feedback loop in this project through social, historical, and theoretical approaches to diversity as well as the four general education lenses: history, humanities, natural and applied sciences, and social science.
For this assignment, you will select the topic you will be working on and begin to collect the required elements for your analysis. This assignment requires you to gather reliable evidence from varied sources and use them to introduce your topic effectively. All these elements will prepare you to complete the project, where you will need to use evidence to support your points.
Directions
Review the module resources and the instructor feedback you received on the previous activity. Then, visit the IDS 400 Library Guide for guidance on how to select and narrow a topic. You may use the topic that you worked with in the previous module or choose something different now that you have reflected further. Do some preliminary research on your topic to make sure you can address each of the required elements. Please remember that you will not be able to change your topic after the end of this module. You should begin to gather the sources you will integrate into your project, which must include two resources from course materials and two resources from the library.
You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.
Specifically, you must address the following rubric criteria:
- Integrate reliable evidence from varied sources throughout your paper to support your analysis.
- It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
- Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work.
- You will be evaluated on both criteria.
- Describe your topic with effective details and contextual information.
- What main points should you include about your topic? What other details are needed to ensure a thorough description?
- Describe a population significant to your topic. Include information such as demographics, cultural practices, social identity, and key challenges.
- Examples could include a population who is directly impacted by the topic, a group that works with those directly impacted, or a group that has strong feelings about the topic.
- Articulate how the topic has shaped the lives and experiences of your chosen population.
- What stories clearly illustrate how the topic has impacted the lives and experiences of your chosen population?
- Explain your choice of one general education interdisciplinary lens for analyzing your topic.
- What made you choose one lens over the others? Was it an easy decision? Why or why not?
- Construct a thesis statement that combines your topic, population, cultural situation, and choice of general education interdisciplinary lens.
- Your thesis statement should clearly and concisely state the relationships between your topic, population, cultural situation, and lens. It acts as a hypothesis proposing how these elements will work together during your critical analysis.
What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the
Shapiro Library APA Style Guide for more information on citations.
Module Two Activity Rubric
| Criteria | Proficient (100%) | Needs Improvement (75%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Reliable Evidence from Varied Sources | Integrates reliable evidence from varied sources throughout the paper to support analysis | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include drawing from a more diverse pool of perspectives, using more varied sources to support the analysis, or integrating evidence and sources throughout the paper to support the analysis | Does not attempt criterion | 15 |
| Topic Description | Describes the topic with effective details and contextual information | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include describing the topic using more details and relevant contextual information, or better supporting that description | Does not attempt criterion | 15 |
| Description of the Population | Describes a population significant to the topic including information such as demographics, cultural practices, social identity, and key challenges | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding more specific information about demographics, cultural practices, social identity, and key challenges, or better supporting that description | Does not attempt criterion | 15 |
| Lives and Experiences of the Population | Articulates how the topic has shaped the lives and experiences of the chosen population | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include adding specific examples of how the topic has shaped the lives and experiences of the chosen population, or better supporting that explanation | Does not attempt criterion | 15 |
| General Education Interdisciplinary Lens | Explains the choice of general education interdisciplinary lens for analyzing the topic | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include connecting the topic to a general education lens, explaining why the lens was chosen to analyze the topic, or providing better support for that explanation | Does not attempt criterion | 15 |
| Thesis Statement | Constructs a thesis statement that combines the topic, population, cultural situation, and choice of general education interdisciplinary lens | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include constructing a thesis statement that clearly and succinctly combines the topic, population, cultural situation, and choice of one general education interdisciplinary lens | Does not attempt criterion | 15 |
| Articulation of Response | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 5 |
| Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
| Total: | 100% |
