On Blackboard, during this week, go to your learning pod and post your second blog under the “Group Blog” page. In your first blog, you identified a social problem and wrote an op-ed to advance a claim about this problem.
For this second blog I am asking you to present a “case study” of the claimsmakers who are working to advance the claim of your choice. For this blog, you may continue to analyze the same social problem that you wrote about in your first blog, or switch to another social problem. In either case, please write about the role of one or more specific activist or expert claimsmakers. These may be individual persons, small groups, or organizations but you should be clear and specific about who the claimsmaker is.
As with the first blog, this will be a short (750-1000 words) essay that develops a case study of a claimsmaker of your choice. Please describe how they try to make a difference. You may use any material about claimsmaking in the book or lectures (mostly from Weeks 3 and 4). While you may want to support their work, you want to approach this blog with some analytic distance.
As an example, in week 3, I attempted to provide my own “case” analysis of Black Lives Matter. In Week 4, I attempted to do likewise for Expert Claimsmakers who have advanced claims about Climate Change and COVID-19. My work is not perfect, but it gives you a sense of the approach to take to your subject.
You will remain in the same “learning pods” groups of 3-5 students that you had in week two and three. While each student’s blog will be their own, the learning pod partners can give feedback to one another’s blogs. Each blog post is worth 5 points towards your final grade (4 blog posts x 5 = 20 points total. Blog posts are due Sunday evening by end of day (11:59pm) on the weeks that they are assigned. Students may post late blog posts at a one point per day penalty as follows:
Blog posted before Sunday end of day = 5 points maximum
Blog posted before Monday end of day = 4 points maximum
Blog posted before Tuesday end of day = 3 points maximum
Blog posted before Wednesday end of day = 2 points maximum
Blog posted before Thursday end of day = 1 point maximum
Blog posted before Friday end of day = 0 points maximum, but you may still
want to post to receive feedback from your learning pod members.
Blog posts will be graded based on how well students apply the elements of the social problems process to a critical social problem(s) of their choice. These are meant to be memos that generate creativity and ideas, so you will not be heavily penalized for formatting, spelling, grammar.
Case Study clearly
identifies an activist or expert claimsmaker
been chosen is clearly defined and specific.
clear and but may not general. chosen is unclear. identify a specific person or
organization or movement.
The claimmaker that has
The claimsmaker chosen is
The claimsmaker may be too
No claims maker chosen .
Analysis of Claimsmaker Demonstrates an ability to present data and arguments that support the validity of claims.
Meaningfully synthesizes analysis of the expert or activist claimsmaker(s) with theoretical material from the class, including reference, perhaps to theories such as framing, resource mobilization or opportunities/threats, in the case of activists or the role of the scientific method, risk society or medicalization for experts.
Includes some analysis of the expert or activist claimsmaker(s) with only slight reference to theoretical material from the class, or analysis shows slight misunderstanding of material.
Includes little analysis of the expert or activist claimsmaker(s) with only barely any reference to theoretical material from the class, or analysis shows severe misunderstanding of material.
Includes no real analysis of the expert or activist claimsmaker(s).
Civic Identity and Commitment
Has the student chosen claimsmakers who demonstrate civic identity and commitment?
Provides evidence of experience in civic- engagement activities and describes what she/ he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action.
Provides evidence of experience in civic- engagement activities and describes what
she/ he has learned about her or himself as it relates to a growing sense of civic identity and commitment.
Evidence suggests involvement in civic- engagement activities is generated from expectations or course requirements rather than from a sense of civic identity.
Provides little evidence of her/his experience in civic-engagement activities and does not connect experiences to civic identity.
Ethical Issue Recognition Does the analysis
Student can recognize ethical issues when presented in a complex,
Student can recognize ethical issues when issues are presented in a complex,
Student can recognize basic and obvious ethical issues and grasp (incompletely) the
Student can recognize basic and obvious ethical issues but fails to
present how claimsmakers grapple with ethical issues?
multilayered (gray) context AND can recognize cross- relationships among the issues.
multilayered (gray) context OR can grasp cross- relationships among the issues.
complexities or interrelationships among the issues.
grasp complexity or interrelationships.
Overall Writing Each section of the paper Quality logically flows to the next section. The experiences
seem to logically lead to
The paper generally flows logically, although some sections may seem out of alignment.
The paper misses multiple or There is little logic or important logical coherence to the paper. connections.
the learning experiences.
Op-Ed based on Group Projects
The post On Blackboard, during this week, go to your learning pod and post your second bl appeared first on School Core.