Unit V Project Portfolio Project 3: The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section. This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline. 1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other. a. You can use any means you want to interview people. Social media (Facebook, Twitter, etc.), email, or personal interviews are all acceptable. 2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns: a. One column for the models b. One column providing three facts about each model c. One column providing two different examples for each model 3. Develop a K-W-L table for each of the racial/ethnic groups in the United States. Create three columns for each table with the following categories: What I KNOW (K), what I WANT to know (W), and what I LEARNED (L). Complete the “K” and “W” sections, listing at least three things you know and three things that you want to know about each of the racial/ethnic groups in the United States. Then, perform research on the different associated cultures, and list three things you learned about the different cultures, and fill them in the “L” section. 4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur. 5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
The third portfolio entry requires the construction of a document that reflects the information
you have learned in Unit V. See the course syllabus for the assignment overview.
Important Note: This assignment is time consuming and a little complex. I am
willing to review rough drafts that are emailed to me
heather.ferragut@columbiasouthern.edu to provide feedback before your final
submission. It is more manageable if you break it down into parts.
Please do not hesitate to ask me questions about this assignment. It is confusing
and often students run into trouble with this one! Also, see below. I have reduced
the requirements for the KWL table.
My Expectations & Clarification for this Assignment
This assignment is worth 100 points. There are 5 sections/questions for this assignment
IMPORTANT: You must answer all 5 questions for full credit. Below I will explain how to
complete the questions and provide examples.
*Try to use APA formatting and cite any sources you use. Like an assessment if you use the
course text book or any outside source in your project, please create an in-text citation and
reference list. However this project is unique in that it is asking for tables and a survey so I am
not going to be as strict about the APA formatting. Each question gives specific information
about this. Citing any source used is required but if you put the citation in the table or at the end
of the table that is OK.
Note: You can create one reference list at the end of the project and not after each question.
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Questions for Unit 5 Project
Question 1:
Ask five people how they would define racism, religion, and family, and then summarize the
definitions. Identify the similarities and differences in the definitions. Provide your own
definitions of each and how they relate to each other.
Note: You can use any means you want to interview people. Social media
(Facebook, Twitter, etc.), email, or personal interviews are all acceptable. It is OK
to interview friends, family, co-workers, children, etc.
Expectations for Question 1:
(1) Ask 5 people and summarize each of their definitions of ALL three terms (racism, religion,
and family) You may also discuss how you conducted your survey.
(2) You should write a few sentences/paragraph about the differences and similarities found
among those you surveyed.
(3) You should provide your own definition for the three terms and discuss how they compare to
those you surveyed. (Did you have the same views? Different views? Why might that be?)
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Question 2:
Generate a table with a list of the different patterns of interaction between
minority and majority groups. The table should have three columns. (A) One column for the
models. (B) One column providing three facts about each model. (C) One column providing two
different examples for each model.
Important Note: See page 310-311 of the text for the list of the 4 different
patterns of interaction. You will use the information from these pages to fill
in the table. You can also use other resources just make sure you cite them
correctly.
Expectations for Question 2:
(1) Have a column that contains (names) all 4 models of the patterns of Majority
and Minority interaction
(2) Have a column that contains three facts about each model
(3) Have a column providing two different examples for each model
Note: Remember to create in-text citations if you paraphrase or quote examples and
ideas from the text book.
Below are some very basic examples. You can create your table or columns however you wish
as long as all the information is there. I inserted a basic 5 by 3 column table.
(A)Model Model 1
(Name)
(B) Facts Fact 1, Fact
2, Fact 3
(C)
Example 1
Examples Example 2
Model 2
Model 3
Model 4
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Here is another sample for question 2: I have filled in some of it to show you some examples of
what can be done.
Patterns of Interaction between Majority and Minority Groups
Pluralism
Facts
Assimilation
Segregation
1.) Laws of
the United
States are
Pluralist in
nature.
1)
1.) Fact 1 about 1.) Fact 1 about
segregation
genocide.
2.) Fact 2
about
pluralism.
3.) Fact 3
about
pluralism
Examples 1) In US, you
can find a
Mosque, a
Korean
Church and a
Baptist church
2) Example 2
of pluralism
Assimilation involves
changes in ethnicity
2.) Fact 2 about
but not race.
segregation.
(Macionis, 2011 pg
3.) Fact 3 about
311).
segregation
2)Fact 2 about
assimilation.
Genocide
2) Fact 2 about
genocide.
3.) Fact 3 about
genocide.
3.) Fact 3 about
assimilation.
1.) My grandparents
assimilated into the
US culture by learning
English and taking the
oath of citizenship.
1.) An example
of segregation
1.) Example of a
genocide
2) Example 2
of segregation
2)Example two of
genocide
2.) Example 2 of
assimilation.
Note: You can use the insert table capability found in word. It really is easy! That
would probably be the easiest way to do it but not required. At the very least use the
tabs/spaces to make the table neat and understandable.
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Question 3:
Develop a K-W-L table for each of the racial/ethnic groups in the United States. Page 314 320
of the course text lists the 7 groups (Native American, White Anglo-Saxon, African American,
Asian American, Hispanic American, Arab American, and White Ethnic).
Create three columns for each table with the following categories: What I KNOW (K), what I
WANT to know (W), and what I LEARNED. I am reducing the requirement for this question.
IMPORTANT: You can answer the question as written in the syllabus or since there are so
many groups to cover for this question, I am going to allow you to just pick 3
ethnic groups and create your table with 1 thing you know, 1 thing you want
to know, and 1 things you learned to earn full credit instead of 3 each for all 7
groups.
Below is an example K-W-L chart.
Race/Ethnicity
Hispanic
K (Know)
1. Hispanic
population is
increasing in
America
W (Want to Know)
1. Do Cuban
Americans and
Puerto Rican
Americans have a
similar culture?
L (Learned)
1. Mexican
Americans
originated in US
lands (Macionis,
2011)
African
American
Asian
Note: Remember to create in-text citations if you paraphrase or quote examples and
ideas from the text book. See my example above.
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Question 4:
Create a timeline listing the different stages of family life. Make
note of any events, significant milestones, or problems that may occur. See page
373 -376 of the text for information on the different stages of family life. (1)
Courtship, (2) Settling In: Ideal vs Real Marriage, (3) Child Rearing, (4) The
Family Later in Life.
*Note: I am flexible about how you create the time line. It is about
showing that you can discuss the different stages of family life and you
understand the milestones and issues that arise during each stage. You
can use tools in word/power point to make a time line or you can make the
information in a table showing each stage. *If you have Microsoft Office
2010 or newer you can create a timeline using SmartArt. It is under the
Insert tab.
Note: Remember to create in-text citations if you paraphrase or quote
examples and ideas from the text book.
Expectations for Question 4
(1) Create a time line.
(2) Include all 4 stages of family life listed above in your time line or table. List a
couple events, milestones, or problems that may occur within that particular family
stage listed on your time line.
(3) Use APA formatted in-text citations as needed
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Question 5:
Argue both sides (supporting and rejecting) the following statement in one to two
paragraph short essay. The religions in the world will never get along because they
are too different.
So you would need to discuss both:
I agree that the religions in the world will never get along because they are
too different. (Provide your reasons why in paragraph form).
I disagree that the religions in the world will never get along because they
are too different. (Provide your reasons why in paragraph form).
Note: Even if you personally think for example that no matter what religions
will never get along, please provide some reasons why others might be
hopeful that they could get along.
Expectations for Question 5:
(1) Your response should be at least 150 words. It should be a full paragraph or
two.
(2) You must argue both sides (supporting and rejecting) to receive full credit.
(3) If you use your text book or another source please create an in-text citation and
then place the cited work in your reference list at the end of your project. It is OK
if you do not use a source for this question.
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Grading:
The below grading rubric will be used to grade the assignment. *Please note that content is worth a
large portion of your grade so it is important to create high quality content and to complete all 5
questions. For example if the assignment is only half completed it would be considered as having
limited content which means you could lose a lot of points.
CSU Grading Rubric
.
Content
Excellent
40 – 38 points
Proficient
37 – 35 points
Acceptable
34 – 32 points
Limited
31 – 1 points
Not
Attempted
0
The content is
exceptionally clear,
focused, and
controlled. Main ideas
are relevant, thoughtfully
selected, and strongly
supported by exceptional
support that are
appropriate for the
objectives of the
assignment.
The content is clear and
focused. The reader can
easily understand the
main ideas. Supporting
details are relevant, but
may be general or
limited in places.
The reader can
understand the
main ideas,
although the ideas
may be overly
broad or
limited. The
supporting details
are often limited,
insubstantial,
overly general, or
slightly off-topic.
The main ideas and purpose
are unclear or
underdeveloped. Irrelevant
details are provided that clutter
the text.
No
assignment
was
submitted.
Content meets
minimum required
length.
Content exceeds required
length.
Organization
Content meets 50% or less of
minimum required length.
Content meets
75% of minimum
required length.
Proficient
17 – 15 points
Acceptable
14 – 12 points
Limited
11 – 1 points
Not
Attempted
0
The organization
enhances the central
idea(s) and supports the
development of the
topic. The order and
structure are strong and
enable the reader to
move through the text
effortlessly. The content
contains effective
sequencing and
transitions.
Grammar &
Style
Conventions
Excellent
20 – 18 points
The content draws in
the reader and provides
a satisfying sense of
resolution or closure.
An attempt has been
made to organize the
content; however, the
overall structure is
inconsistent or
underdeveloped.
The content lacks
a clear
organizational
structure. An
occasional
organizational
device is
discernible;
however, the
content is difficult
to follow. The
reader has to
reread substantial
portions.
The content lacks coherence,
and/or the organization seems
haphazard and disjointed. Even
after rereading, the reader
remains confused as a lack of
organization that ultimately
obscures or distorts the main
point.
No
assignment
was
submitted.
Excellent
20 – 18 points
Proficient
17 – 15 points
Acceptable
14 – 12 points
Limited
11 – 1 points
Not
Attempted
0
The text demonstrates
The text demonstrates
The text
The text demonstrates little
No
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exceptionally strong
control of Standard
Written English (SWE)
(e.g., punctuation,
spelling, capitalization,
paragraph breaks,
grammar and usage) and
uses them effectively to
enhance communication.
Errors are so few and so
minor that they do not
impede readability.
demonstrates
limited control of
Standard Written
English (SWE)
(e.g., punctuation,
spelling,
capitalization,
paragraph breaks,
grammar and
usage). Errors
somewhat impede
readability.
Excellent
20 – 18 points
Proficient
17 – 15 points
Acceptable
14 – 12 points
The source material is
properly acknowledged
and cited appropriately
using APA format.
Source material includes
an appropriate reference
list that contains all of
the sources that are cited
within the text of the
content. Content
includes varying and
correct quotation
integration (ie:
paraphrased and directly
quoted material is used
and cited properly).
Sources used are at the
appropriate academic
level.
Resources &
References
control of Standard
Written English (SWE)
(e.g., punctuation,
spelling, capitalization,
paragraph breaks,
grammar and usage),
although a wide range
of these conventions is
not demonstrated.
Minor errors, while
perhaps noticeable, do
not impede readability.
The source material is
identified and cited;
however, the APA
format is incorrect. Intext citations are
unpredictable in format
demonstrating an
attempt to give
attribution to author; a
reference list exists, but
is not complete.
Majority of source
materials selected are at
the appropriate
academic level.
The source
material is
partially
identified;
however, the
APA format is
inconsistent.
Source material is
missing in-text
citations or
reference list.
Multiple sources
used are not at the
appropriate
academic level.
control of Standard Written
English (SWE) (e.g.,
punctuation, spelling,
capitalization, paragraph
breaks, grammar and usage).
Text contains frequent,
significant errors that impede
readability.
Limited
11 – 1 points
An attempt is made to
acknowledge sources, but
format struggles to identify
individual components of
sources. The majority of
sources used are not at the
appropriate academic level.
assignment
was
submitted.
Not
Attempted
0
No
assignment
was
submitted.
No attempt
was made
to
incorporate
sources or
citations.
Content + Organization + Grammar/Style + Resources/References = Final Score
Please email me if you have any questions about the unit 5 project.
Heather.ferragut@columbiasouthern.edu
Thanks,
Heather/Prof. Ferragut
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