Soc1010: Unit V Project The third portfolio entry requires the construction

Soc1010: Unit V ProjectThe third portfolio entry requires the construction of a document that reflects the informationyou 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 amwilling to review rough drafts that are emailed to meheather. ferragut@columbiasouthern. edu to provide feedback before your finalsubmission. It is more manageable if you break it down into parts. Please do not hesitate to ask me questions about this assignment. It is confusingand often students run into trouble with this one! Also, see below. I have reducedthe requirements for the KWL table. My Expectations &amp, Clarification for this AssignmentThis assignment is worth 100 points. There are 5 sections/questions for this assignmentIMPORTANT: You must answer all 5 questions for full credit. Below I will explain how tocomplete the questions and provide examples. *Try to use APA formatting and cite any sources you use. Like an assessment if you use thecourse text book or any outside source in your project, please create an in-text citation andreference list. However this project is unique in that it is asking for tables and a survey so I amnot going to be as strict about the APA formatting. Each question gives specific informationabout this. Citing any source used is required but if you put the citation in the table or at the endof the table that is OK. Note: You can create one reference list at the end of the project and not after each question. 1Questions for Unit 5 ProjectQuestion 1: Ask five people how they would define racism, religion, and family, and then summarize thedefinitions. Identify the similarities and differences in the definitions. Provide your owndefinitions 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 OKto 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 foundamong those you surveyed. (3) You should provide your own definition for the three terms and discuss how they compare tothose you surveyed. (Did you have the same views? Different views? Why might that be?)2Question 2: Generate a table with a list of the different patterns of interaction betweenminority and majority groups. The table should have three columns. (A) One column for themodels. (B) One column providing three facts about each model. (C) One column providing twodifferent examples for each model. Important Note: See page 310-311 of the text for the list of the 4 differentpatterns of interaction. You will use the information from these pages to fillin the table. You can also use other resources just make sure you cite themcorrectly. Expectations for Question 2: (1) Have a column that contains (names) all 4 models of the patterns of Majorityand Minority interaction(2) Have a column that contains three facts about each model(3) Have a column providing two different examples for each modelNote: Remember to create in-text citations if you paraphrase or quote examples andideas from the text book. Below are some very basic examples. You can create your table or columns however you wishas 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, Fact2, Fact 3(C)Example 1Examples Example 2Model 2Model 3Model 43Here is another sample for question 2: I have filled in some of it to show you some examples ofwhat can be done. Patterns of Interaction between Majority and Minority GroupsPluralismFactsAssimilationSegregation1. ) Laws ofthe UnitedStates arePluralist innature. 1)1. ) Fact 1 about 1. ) Fact 1 aboutsegregationgenocide. 2. ) Fact 2aboutpluralism. 3. ) Fact 3aboutpluralismExamples 1) In US, youcan find aMosque, aKoreanChurch and aBaptist church2) Example 2of pluralism“Assimilation involveschanges in ethnicity2. ) Fact 2 aboutbut not race”. segregation. (Macionis, 2011 pg3. ) Fact 3 about311). segregation2)Fact 2 aboutassimilation. Genocide2) Fact 2 aboutgenocide. 3. ) Fact 3 aboutgenocide. 3. ) Fact 3 aboutassimilation. 1. ) My grandparentsassimilated into theUS culture by learningEnglish and taking theoath of citizenship. 1. ) An exampleof segregation1. ) Example of agenocide2) Example 2of segregation2)Example two ofgenocide2. ) Example 2 ofassimilation. Note: You can use the insert table capability found in word. It really is easy! Thatwould probably be the easiest way to do it but not required. At the very least use thetabs/spaces to make the table neat and understandable. 4Question 3: Develop a K-W-L table for each of the racial/ethnic groups in the United States. Page 314 – 320of 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 IWANT 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 somany groups to cover for this question, I am going to allow you to just pick 3ethnic groups and create your table with 1 thing you know, 1 thing you wantto know, and 1 things you learned to earn full credit instead of 3 each for all 7groups. Below is an example K-W-L chart. Race/EthnicityHispanicK (Know)1. Hispanicpopulation isincreasing inAmericaW (Want to Know)1. Do CubanAmericans andPuerto RicanAmerican’s have asimilar culture?L (Learned)1. MexicanAmericansoriginated in USlands (Macionis,2011)AfricanAmericanAsianNote: Remember to create in-text citations if you paraphrase or quote examples andideas from the text book. See my example above. 5Question 4: Create a timeline listing the different stages of family life. Makenote of any events, significant milestones, or problems that may occur. See page373 -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) TheFamily Later in Life. *Note: I am flexible about how you create the time line. It is aboutshowing that you can discuss the different stages of family life and youunderstand the milestones and issues that arise during each stage. Youcan use tools in word/power point to make a time line or you can make theinformation in a table showing each stage. *If you have Microsoft Office2010 or newer– you can create a timeline using SmartArt. It is under theInsert tab. Note: Remember to create in-text citations if you paraphrase or quoteexamples 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 acouple events, milestones, or problems that may occur within that particular familystage listed on your time line. (3) Use APA formatted in-text citations as needed6Question 5: Argue both sides (supporting and rejecting) the following statement in one to twoparagraph short essay. The religions in the world will never get along because theyare too different. So you would need to discuss both: I agree that the religions in the world will never get along because they aretoo different. (Provide your reasons why in paragraph form). I disagree that the religions in the world will never get along because theyare too different. (Provide your reasons why in paragraph form). Note: Even if you personally think for example that no matter what religionswill never get along, please provide some reasons why others might behopeful that they could get along. Expectations for Question 5: (1) Your response should be at least 150 words. It should be a full paragraph ortwo. (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 andthen place the cited work in your reference list at the end of your project. It is OKif you do not use a source for this question. 7Grading: The below grading rubric will be used to grade the assignment. *Please note that content is worth alarge portion of your grade so it is important to create high quality content and to complete all 5questions. 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. ContentExcellent40 – 38 pointsProficient37 – 35 pointsAcceptable34 – 32 pointsLimited31 – 1 pointsNotAttempted0The content isexceptionally clear,focused, andcontrolled. Main ideasare relevant, thoughtfullyselected, and stronglysupported by exceptionalsupport that areappropriate for theobjectives of theassignment. The content is clear andfocused. The reader caneasily understand themain ideas. Supportingdetails are relevant, butmay be general orlimited in places. The reader canunderstand themain ideas,although the ideasmay be overlybroad orlimited. Thesupporting detailsare often limited,insubstantial,overly general, orslightly off-topic. The main ideas and purposeare unclear orunderdeveloped. Irrelevantdetails are provided that clutterthe text. Noassignmentwassubmitted. Content meetsminimum requiredlength. Content exceeds requiredlength. OrganizationContent meets 50% or less ofminimum required length. Content meets75% of minimumrequired length. Proficient17 – 15 pointsAcceptable14 – 12 pointsLimited11 – 1 pointsNotAttempted0The organizationenhances the centralidea(s) and supports thedevelopment of thetopic. The order andstructure are strong andenable the reader tomove through the texteffortlessly. The contentcontains effectivesequencing andtransitions. Grammar &amp,StyleConventionsExcellent20 – 18 pointsThe content draws inthe reader and providesa satisfying sense ofresolution or closure. An attempt has beenmade to organize thecontent, however, theoverall structure isinconsistent orunderdeveloped. The content lacksa clearorganizationalstructure. Anoccasionalorganizationaldevice isdiscernible,however, thecontent is difficultto follow. Thereader has toreread substantialportions. The content lacks coherence,and/or the organization seemshaphazard and disjointed. Evenafter rereading, the readerremains confused as a lack oforganization that ultimatelyobscures or distorts the mainpoint. Noassignmentwassubmitted. Excellent20 – 18 pointsProficient17 – 15 pointsAcceptable14 – 12 pointsLimited11 – 1 pointsNotAttempted0The text demonstratesThe text demonstratesThe textThe text demonstrates littleNo8exceptionally strongcontrol of StandardWritten English (SWE)(e. g. , punctuation,spelling, capitalization,paragraph breaks,grammar and usage) anduses them effectively toenhance communication. Errors are so few and sominor that they do notimpede readability. demonstrateslimited control ofStandard WrittenEnglish (SWE)(e. g. , punctuation,spelling,capitalization,paragraph breaks,grammar andusage). Errorssomewhat impedereadability. Excellent20 – 18 pointsProficient17 – 15 pointsAcceptable14 – 12 pointsThe source material isproperly acknowledgedand cited appropriatelyusing APA format. Source material includesan appropriate referencelist that contains all ofthe sources that are citedwithin the text of thecontent. Contentincludes varying andcorrect quotationintegration (ie: paraphrased and directlyquoted material is usedand cited properly). Sources used are at theappropriate academiclevel. Resources &amp,Referencescontrol of StandardWritten English (SWE)(e. g. , punctuation,spelling, capitalization,paragraph breaks,grammar and usage),although a wide rangeof these conventions isnot demonstrated. Minor errors, whileperhaps noticeable, donot impede readability. The source material isidentified and cited,however, the APAformat is incorrect. Intext citations areunpredictable in formatdemonstrating anattempt to giveattribution to author, areference list exists, butis not complete. Majority of sourcematerials selected are atthe appropriateacademic level. The sourcematerial ispartiallyidentified,however, theAPA format isinconsistent. Source material ismissing in-textcitations orreference list. Multiple sourcesused are not at theappropriateacademic level. control of Standard WrittenEnglish (SWE) (e. g. ,punctuation, spelling,capitalization, paragraphbreaks, grammar and usage). Text contains frequent,significant errors that impedereadability. Limited11 – 1 pointsAn attempt is made toacknowledge sources, butformat struggles to identifyindividual components ofsources. The majority ofsources used are not at theappropriate academic level. assignmentwassubmitted. NotAttempted0Noassignmentwassubmitted. No attemptwas madetoincorporatesources orcitations. Content + Organization + Grammar/Style + Resources/References = Final ScorePlease email me if you have any questions about the unit 5 project. Heather. ferragut@columbiasouthern. eduThanks,Heather/Prof. Ferragut9