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U2A6A3ASSIGNMENT 1: DUE JULY 10TH

Read the following case study.

Observation Notes

(This information was collected by a family therapist, who overheard the following argument between these partners in a coffee shop. All names and identifying information have been changed to protect the privacy of the individuals involved.)

Lori and Mark are a middle-aged couple, and have been living together for 17 years. Lori has a grown daughter from a previous relationship, and they have an adolescent son together.

Lori and Mark first met at a work-related medical conference, where they realized that in spite of their different backgrounds, they had a lot in common. Mark, an only child, immigrated to Canada from Scotland with his parents when he was a child. Lori has three sisters, and is the daughter of two family physicians. They were attracted to each other’s intelligence, sense of humour, and high energy. Mark and Lori both enjoy the challenges of their careers, gourmet cooking, theatre, and travelling.

Lori and Mark’s son was unexpectedly conceived early in their relationship. Lori’s previous relationship was difficult, and Mark was not interested in getting married. However, her parents repeatedly reminded her that they were getting too old to help her raise another baby. Lori’s sisters are all married. Although her family didn’t really care for Mark and thought he was too controlling, Lori wanted her children to have a father, and so she and Mark moved in together. After their son was born, Mark agreed to support their family and encouraged her to stay home with their son and her daughter. Lori was relieved to reduce her stress load and quit her job. Mark’s father passed away during this time, and his mother moved in with them to help Lori with the baby.

Lori was a homemaker for ten years, and then returned to work part-time. She is currently juggling the housework and her son’s busy schedule. As well, Lori has been caring for Mark’s mother who has recently been diagnosed with cancer. Mark and Lori are disappointed that their dream of taking their son and his grandmother on a trip to Scotland is now not possible. Lori’s daughter has decided that she would like to move back home and attend university. Tuition fees are an expense that Mark and Lori can’t afford. Lori is feeling suffocated, and would like to accept the full-time job offer she recently received.

Mark is not in favour of the promotion, even though it would mean additional income. He feels that Lori should continue working part-time, and maintain her responsibilities at home. Mark values his own traditional childhood, and wants their son to have a parent who is available for him. Mark’s own job requires extensive travel, and he doesn’t see how he could possibly take over some of Lori’s work at home. He appreciates how Lori has cared for their son and his mother, but reminds Lori that his salary supported them all for many years when she didn’t work.

Lately, Mark and Lori have not had time or money to spend on the activities they used to share. Their sexual intimacy is infrequent. Mark needs Lori to support him by taking care of their responsibilities at home. Lori needs Mark to recognize that she feels that she can no longer do that. Neither one of them has a solution that the other one can accept.

(Mark and Lori were observed leaving the coffee shop together but driving off in separate vehicles, in different directions.)

U2A6: The Couple Under a Microscope

Begin to analyse the intimate relationship in this case study. Use this case study template to organize your ideas.

Case Study Template

Sources of Information (check as many as apply, and describe as necessary):

1. biographies,

1. official documents,

1. personal interviews,

1. participant observation,

1. surveys,

1. newspaper reports

1. physical artifacts.

1. Other _____________________________

Include descriptions for the following factors:

1. family, education, and work history;

1. socioeconomic status;

1. health and mental health records;

1. gender-related issues;

1. political, historical, and social issues;

1. significant life events;

1. psychological test results

Respond to the following case study analysis prompts:

1. What social science theory is the most appropriate perspective for this case study? Explain.

1. What historical and ethnocultural factors are evident in this scenario?

1. What decisions were made that affected the outcomes? What factors influenced those decisions?

1. Describe the variations on traditional intimate relationships evident in this relationship.

1. Explain a theory of attraction in this relationship.

1. What psychological tasks are present in this relationship? Absent?

1. Identify the developmental stages of this relationship.

1. Explain the influences on satisfaction.

1. Describe the nature and causes of the conflict in this relationship.

1. Suggest some communication/negotiation strategies for this relationship.

1. Describe each partner’s role expectations, and how they were negotiated.

Rubric

Couple in Conflict Case Study Rubric
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding - case study summarizes theory on the nature and causes of conflict and evaluates conflict resolution strategies for the intimate relationship PR2.04	- case study summarizes theory on the nature and causes of conflict and evaluates conflict resolution strategies for the intimate relationship with limited effectiveness	- case study summarizes theory on the nature and causes of conflict and evaluates conflict resolution strategies for the intimate relationship with some effectiveness	- case study summarizes theory on the nature and causes of conflict and evaluates conflict resolution strategies for the intimate relationship with considerable effectiveness	- case study summarizes theory on the nature and causes of conflict and evaluates conflict resolution strategies for the intimate relationship with thorough effectiveness
Thinking - selects an appropriate social science theoretical perspective for case study analysis IS2.02, ISV.03	- selects an appropriate social science theoretical perspective for case study analysis IS2.02, ISV.03	- demonstrates some ability to select an appropriate social science theoretical perspective for case study analysis	- demonstrates considerable ability to select an appropriate social science theoretical perspective for case study analysis	- demonstrates considerable ability to select an appropriate social science theoretical perspective for case study analysis
Communication - identifies and explains initial attraction and intimate relationship role expectations PR2.01, ISV.04	- identifies and explains initial attraction and intimate relationship role expectations with limited effectiveness	- identifies and explains initial attraction and intimate relationship role expectations with some effectiveness	- identifies and explains initial attraction and intimate relationship role expectations with considerable effectiveness	- identifies and explains initial attraction and intimate relationship role expectations with considerable effectiveness
Application - evaluates issues that are reducing relationship satisfaction and suggests role negotiation strategies to resolve conflict in case study situation PR2.02, PR2.03	- demonstrates limited evaluation of issues that are reducing relationship satisfaction and suggests role negotiation strategies to resolve conflict in case study situation	- demonstrates some evaluation of issues that are reducing relationship satisfaction and suggests role negotiation strategies to resolve conflict in case study situation	- demonstrates considerable evaluation of issues that are reducing relationship satisfaction and suggests role negotiation strategies to resolve conflict in case study situation	- demonstrates extensive evaluation of issues that are reducing relationship satisfaction and suggests role negotiation strategies to resolve conflict in case study situation

U3A1A3 ASSIGNMENT – DUE JULY 11TH AT 5PM – FAMILY DISCUSSION

Demonstrate your understanding of how the Social Sciences explain the factors influencing family decisions and behaviours.

In the threaded discussion, explain how you define “family”, and be prepared to discuss the developmental stages of the family, changes to the functions of the family over time, changes to childbearing over time, theoretical approaches to the family, and contemporary influences on childbearing decisions including parent readiness factors and decision-making models.

To prepare for the discussion, review your journal responses, timeline, and word web. Aim to include the technical terminology you have learned. Read all posts, respond to your classmates and teacher, and answer their questions when you can. Remember, everything that you post in the discussion area will remain there, allowing your classmates and your teacher to read your ideas and to add to the discussion. The Discussion Tool has forums and topics. The forum is used to gather all of the discussions on related topics, but you can only post your comments within a topic area. You are required to participate in all discussions. Be sure that when you are participating you are being respectful and courteous to your fellow classmates.

Rubric

Family Fundamentals Discussion Rubric
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding\| -demonstrates understanding of various theoretical approaches to childbearing and families IS2.02	-demonstrates limited understanding of various theoretical approaches to childbearing and families IS2.02	-demonstrates some understanding of various theoretical approaches to childbearing and families	-demonstrates considerable understanding of various theoretical approaches to childbearing and families	-demonstrates thorough understanding of various theoretical approaches to childbearing and families
Thinking -analyses factors that influenced changes to family functions and purposes over time GC2.02	-analyses factors that influenced changes to family functions and purposes over time with limited effectiveness	-analyses factors that influenced changes to family functions and purposes over time with some effectiveness	-analyses factors that influenced changes to family functions and purposes over time with considerable effectiveness	-analyses factors that influenced changes to family functions and purposes over time with thorough effectiveness
Communication -describes changes to childbearing patterns over time ISV.04, GC3.01	-describes limited changes to childbearing patterns over time	-describes some changes to childbearing patterns over time	-describes considerable changes to childbearing patterns over time	-describes extensive changes to childbearing patterns over time
Application -selects and applies appropriate theoretical approaches to explaining childbearing and family patterns PR3.01	-selects and applies appropriate theoretical approaches to explaining childbearing and family patterns with limited effectiveness	-selects and applies appropriate theoretical approaches to explaining childbearing and family patterns with some effectiveness	-selects and applies appropriate theoretical approaches to explaining childbearing and family patterns with considerable effectiveness	-selects and applies appropriate theoretical approaches to explaining childbearing and family patterns with thorough effectiveness

U3A6A2 ASSIGNMENT - DUE JULY 14TH AT 5PM – FAMILY PAPER

brainstorm a list of topics and issues related to family development, the factors influencing decisions and behaviours of family members, and role expectations within families with your classmates. Include topics such as the effect of divorce, poverty, or illness on families. Be creative, and don’t rule out any ideas: the objective is to create a pool of potential topics that each student can select from. Use your notes and assignments from this unit, plus your own interests to help you generate ideas. Each student should aim to contribute at least five possible topics. Post all ideas in the chat

Social Science Reaction Paper Topic Selection: To choose a topic, select one that is interesting to you. Reaction papers are an opportunity for you to develop an educated opinion on a topic, and present your response to another person’s argument. You may agree or disagree with the argument, depending on your own informed opinion. Record your topic in your journal

Next, access one social science article that presents a viewpoint or perspective on your topic. You will address this perspective in your reaction paper. Review what you have learned about critically evaluating secondary resources. Your resource may present a perspective that you agree with, or one that you reject. Avoid emotional knee-jerk reactions; rather than responding from only personal experience, which is limited, expand your evidence and formulate informed opinions based on further reading, research, and evidence. To select and access a social science article and related research material, consult the resources below or other sources that you may be familiar with.

s you evaluate the original material, use this Webbing Ideas template to help you organize the content. Put the topic and the author’s viewpoint in the middle. In each of the four rectangles, identify one of the author’s arguments. In each of the ovals, respond to the arguments with your own opinions, evidence, and arguments. Add more graphics to the template if needed.

To formulate a reaction to another person’s argument, ask yourself the following questions:

1. Do I agree/disagree with the author’s perspective? Why or why not?

2. What bias is evident? What assumptions does the author make?

3. What new knowledge have I learned? Have my previous opinions on this topic been changed in any way?

4. What is the purpose of this material? Does it accomplish its goal?

5. Is the information in this material useful? Accurate? Thorough? Credible? What evidence does the author present to support this perspective?

6. What questions do I still have? Has the author omitted information or failed to address something important?

7. What are the opposing arguments to this position? Can this perspective refute them?

Format

Introduction: Identify the original material by providing the title, author, and source. Clearly state the topic or issue in the original material, and your position on it. This is your value statement. Your audience should be clear about what the topic is, and about what your perspective on the topic is.

Body: Address the major arguments of the original material, and state your reaction to them. Provide your reasons for your opinion. Substantiate each of your reasons with evidence from your research, such as arguments, examples, and statistics that support your position.

The body of your reaction paper will be more than one paragraph long. Write a separate paragraph for each reason and its supporting evidence. Organize the body of your reaction paper into a logical sequence. The order of your paragraphs will depend on your topic. Consider organizing your arguments according to chronological order, or from the least to the most important reasons. Use transition or signal words to indicate your sequence, like “first”, “next”, and “most importantly”.

Conclusion: Summarize your position on the topic, and your major reasons for your arguments.

Rubric

Reaction Paper Rubric
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue SO3.01, SO3.02, PR3.03	-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with limited effectiveness	-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with some effectiveness	-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with considerable effectiveness	-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with a high degree of effectiveness
Thinking -reaction paper explains and responds to critically-evaluated supporting research IS1.02, IS2.01	-reaction paper demonstrates limited ability to explain and respond to critically evaluated supporting research	-reaction paper demonstrates some ability to explain and respond to critically evaluated supporting research	-reaction paper demonstrates adequate ability to explain and respond to critically evaluated supporting research	-reaction paper demonstrates extensive ability to explain and respond to critically evaluated supporting research
Communication -reaction paper explains and evaluates parenting decisions and style PR3.01, PR3.02	-reaction paper explains and evaluates parenting decisions and style with limited clarity	-reaction paper explains and evaluates parenting decisions and style with some clarity	-reaction paper explains and evaluates parenting decisions and style with considerable clarity	-reaction paper explains and evaluates parenting decisions and style with a high degree of clarity
Application -uses current technology to produce a reaction paper responding to an argument IS3.01 IS3.03	-uses current technology to produce a reaction paper responding to an argument with limited effectiveness	-uses current technology to produce a reaction paper responding to an argument with some effectiveness	-uses current technology to produce a reaction paper responding to an argument with considerable effectiveness	-uses current technology to produce a reaction paper responding to an argument with a high degree of effectiveness

U4A3A3 ASSIGNMENT – JULY 16TH – JOBS

Demonstrate your understanding of the historical and ethnocultural diversity of male and female roles, including labour force participation, in a discussion with your teacher and peers.

In the threaded discussion, explain the job description of the employment you selected, according to the historical and cultural context. Explain how the job has changed over time, and what part(s) of the job remain the same. Identify the attributes of the ideal employee, and how the significance of gender roles to the job.

To prepare for the discussion, review your research and responses. Attach your job description and gender role analysis to your discussion posting for your teacher and peers to review. Aim to include the technical terminology you have learned. Read all posts, respond to your classmates and teacher, and answer their questions when you can. Remember, everything that you post in the discussion area will remain there, allowing your classmates and your teacher to read your ideas and to add to the discussion. The Discussion Tool has forums and topics. The forum is used to gather all of the discussions on related topics, but you can only post your comments within a topic area. You are required to participate in all discussions. Be sure that when you are participating you are being respectful and courteous to your fellow classmates.

When you are ready, enter the Jobs Then and Now Discussion . To prepare for the discussion, attach your job description and gender role analysis to your discussion posting for your teacher and peers to review.

Rubric

Jobs Then and Now Discussion
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -selects and accesses a variety of resources describing gender roles and employment IS1.02	-demonstrates limited ability to select and access a variety of resources describing gender roles and employment	-demonstrates some ability to select and access a variety of resources describing gender roles and employment	-demonstrates considerable ability to select and access a variety of resources describing gender roles and employment	-demonstrates proficient ability to select and access a variety of resources describing gender roles and employment
Thinking -identifies and responds to perspectives on effect of gender roles on employment IS2.02	-identifies and responds to perspectives on effect of gender roles on employment with limited effectiveness	-identifies and responds to perspectives on effect of gender roles on employment with some effectiveness	-identifies and responds to perspectives on effect of gender roles on employment with considerable effectiveness	-identifies and responds to perspectives on effect of gender roles on employment with thorough effectiveness
Communication -describes historical and cultural context for gender roles and workplace diversity GC1.01	-describes historical and cultural context for gender roles and workplace diversity with limited effectiveness	-describes historical and cultural context for gender roles and workplace diversity with some effectiveness	-describes historical and cultural context for gender roles and workplace diversity with considerable effectiveness	-describes historical and cultural context for gender roles and workplace diversity with insightful effectiveness
Application -aAnalyses gender roles and workforce changes according to various historical and cultural contexts GC1.02, GC1.03	-shows limited ability to analyse gender roles and workforce changes according to various historical and cultural contexts	-shows some ability to analyse gender roles and workforce changes according to various historical and cultural contexts	-shows considerable ability to analyse gender roles and workforce changes according to various historical and cultural contexts	-shows extensive ability to analyse gender roles and workforce changes according to various historical and cultural contexts

U4A7A2 ASSIGNMENT – DUE JULY 18TH BROCHURE

Complete the following assignment and submit your brochure to the dropbox.

Before you upload your file, ensure your name appears on the top of every page of your document. Keep a copy of your work on your hard drive.

Show what you know about historical and ethnocultural childrearing practices!

As a social scientist, your job is to select the Top 10 cultural and historical influences and features of ethnocultural childrearing models, and create a brochure for new parents who are interested in raising culturally aware children.

Use your Most/Least Important Ideas and Information template responses for the text of your brochure. Do some independent research on the Internet and check out the resources below. Choose at least three (3) different, credible resources for more information. Keep track of your resources with APA citations. Add your research notes to your template.

Use your Visualization journal response for an image of a family tradition in your brochure.

Your brochure should:

· contain concise, important information;

· be visually appealing;

· contain both texts and graphics;

· be logically arranged;

· contain APA citations of your resources for contact information.

Rubric

Brochure
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -brochure bibliography demonstrates a selection of resources evaluated for bias and accuracy IS1.02, IS2.01	-brochure bibliography demonstrates a limited selection of resources evaluated for bias and accuracy	-brochure bibliography demonstrates a moderate selection of resources evaluated for bias and accuracy	-brochure bibliography demonstrates a considerable selection of resources evaluated for bias and accuracy	-brochure bibliography demonstrates an extensive selection of resources evaluated for bias and accuracy
Thinking -brochure image(s) and content reflect responses to the perspectives in secondary resources IS2.02	-brochure image(s) and content reflect limited responses to the perspectives in secondary resources	-brochure image(s) and content reflect some responses to the perspectives in secondary resources	-brochure image(s) and content reflect considerable responses to the perspectives in secondary resources	-brochure image(s) and content reflect insightful responses to the perspectives in secondary resources
Communication -brochure content identifies significant historical and ethnocultural influences on childbearing and childrearing practices GC3.03	-brochure content identifies significant historical and ethnocultural influences on childbearing and childrearing practices with limited effectiveness	-brochure content identifies significant historical and ethnocultural influences on childbearing and childrearing practices with moderate effectiveness	-brochure content identifies significant historical and ethnocultural influences on childbearing and childrearing practices with considerable effectiveness	-brochure content identifies significant historical and ethnocultural influences on childbearing and childrearing practices with extensive effectiveness
Application -brochure content and image(s) demonstrate analysis of the role of children in families and societies in a variety of historical and ethnocultural contexts GC2.02, GC3.02	-brochure content and image(s) demonstrate limited analysis of the role of children in families and societies in a variety of historical and ethnocultural contexts	-brochure content and image(s) demonstrate some analysis of the role of children in families and societies in a variety of historical and ethnocultural contexts	-brochure content and image(s) demonstrate considerable analysis of the role of children in families and societies in a variety of historical and ethnocultural contexts	-brochure content and image(s) demonstrate a high degree of analysis of the role of children in families and societies in a variety of historical and ethnocultural contexts

U5A3A2 ASSIGNMENT – DUE JULY 20TH HOT TOPICS

Using the format presented in this assignment, create a Hot Topic Affecting Families graphic organizer. Submit a copy of your graphic organizer to the dropbox.

You may create image and/or word documents. Before you upload your files, ensure your name appears on the top of every page of your document.

Journal

Reflect on the graphic organizers you used to record your notes about each of the Hot Topics Affecting Families. Choose one topic to explore in greater depth.

Use your graphic organizer notes on your choice of topic as a starting point. Investigate some of the Supplemental Reading suggestions, and do some independent research on your choice of social issue.Select a variety of at least three (3) different resources that examine the effects of your topic on families. Critically evaluate each of your resources for bias and credibility. Keep track of your articles with APA citations.

Design, create, and complete a graphic organizer to present your knowledge. You may use an existing template, modify an existing template, or create a totally unique template. Your graphic organizer should clearly and logically present your information. The information may be written in point-form. The graphic organizer may contain lines, colour, text boxes, and other graphic features.

Your graphic organizer should succinctly present your information for the following categories:

· Hot Topic (identify your choice of social issue).

· A summary statement about the issue.

· Current facts/data/demographics/statistics.

· Issues related to your topic (childcare, work/family balance, social policies, and/or divorce).

· How your social issue affects children and families (adoption, educational concerns, foster care, genetic testing and selection, infertility and fertility treatments, teen parents).

· Identify related social institutions and/or systems.

Record your resources in APA format at the bottom of your graphic organizer, and include annotations for each resource.

Rubric

Hot Topics Get Graphic: Graphic Organizer
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -selects and responds to a variety of credible scholarly and resources relating to family social issues in annotated bibliography IS1.02, IS2.01	-selects and responds to a variety of credible scholarly resources relating to family social issues in annotated bibliography with limited success	-selects and responds to a variety of credible scholarly resources relating to family social issues in annotated bibliography with some success	-selects and responds to a variety of credible scholarly resources relating to family social issues in annotated bibliography with considerable success	-selects and responds to a variety of credible scholarly resources relating to family social issues in annotated bibliography with a high degree of success
Thinking -information in graphic organizer responds to viewpoints of secondary resources IS2.02	-information in graphic organizer responds to viewpoints of secondary resources with limited effectiveness	-information in graphic organizer responds to viewpoints of secondary resources with some effectiveness	-information in graphic organizer responds to viewpoints of secondary resources with considerable effectiveness	-information in graphic organizer responds to viewpoints of secondary resources with extensive effectiveness
Communication -issues related to childcare, work/family balance, social policies, and/or divorce are addressed in graphic organizer content SC3.03, SC3.06	-few issues related to childcare, work/family balance, social policies, and/or divorce are addressed in graphic organizer content	-some issues related to childcare, work/family balance, social policies, and/or divorce are addressed in graphic organizer content	-several issues related to childcare, work/family balance, social policies, and/or divorce are addressed in graphic organizer content	-many issues related to childcare, work/family balance, social policies, and/or divorce are addressed in graphic organizer content
Application -issues related to childbearing and childrearing are explained in graphic organizer content SC3.02, SC3.04	-few issues related to childbearing and childrearing are explained in graphic organizer content	-some issues related to childbearing and childrearing are explained in graphic organizer content	-several issues related to childbearing and childrearing are explained in graphic organizer content	-many issues related to childbearing and childrearing are explained in graphic organizer content

U5A5A2 ASSIGNMENT – DUE JULY 22ND SOLVING -

You may create image and/or word documents. Before you upload your files, ensure your name appears on the top of every page of your document.

Analyse and respond to an individual’s experiences with social instability.

Analysis :

Select from either The Chain , a short story about Afghanistan, or “ An adoption case straight out of the theatre of the absurd ”, a newspaper article about a Brazilian baby.

Consider how the social instability affects the child in your selection. Consider the economic, political, migration, and social systems.

From the point of view of either the “lead boy” in The Chain , or the baby in An adoption case straight out of the theatre of the absurd ”, write a personal reflection. Your reflection may be a journal entry, poem, song lyrics, blog entry, or any other type of personal reflective writing.

In your role as either the boy or the baby, write a personal reflection that explains your situation, and how you are personally affected by human rights violations, and the economic, political, and geographic instability of your environment. Explain how the current social institutions and systems are affecting your own life, your family, and your community. Use your journal notes and specific details and examples from your selection. Identify what your current needs are, and the likelihood of having your needs met in the near future.

Response:

Do some independent research on the situation and issues in your selection. Select a variety of at least three (3) different resources that identify social initiatives that are aimed at improving the conditions of children who are currently experiencing social instability. Critically evaluate each of your resources for bias and credibility. Keep track of your articles with APA citations.

Based on your research, report on social institutions and systems that are either currently affecting change on the instability described in your resource, or that have the potential to improve the conditions the child is experiencing. Explain how these interventions address the issues in your selection. If there are insufficient existing initiatives, brainstorm some proactive grassroots solutions that would be effective. Explain what issues social scientists need to research to better understand your individual situation on a larger scale.

Include a bibliography of your selection and resources.

Rubric

Solving One Issue at a Time
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -bibliography demonstrates ability to select and respond to a variety of credible resources relating to social instability IS1.02, IS2.01	-bibliography demonstrates limited ability to select and respond to a variety of credible resources relating to social instability	-bibliography demonstrates some ability to select and respond to a variety of credible resources relating to social instability	-bibliography demonstrates considerable ability to select and respond to a variety of credible resources relating to social instability	-bibliography demonstrates extensive ability to select and respond to a variety of credible resources relating to social instability
Thinking -identifies and explains effective interventions selected from secondary resources IS2.02	-identifies and explains effective interventions selected from secondary resources with limited success	-identifies and explains effective interventions selected from secondary resources with some success	-identifies and explains effective interventions selected from secondary resources with considerable success	-identifies and explains effective interventions selected from secondary resources with a high degree of success
Communication -identifies the roles of various social institutions and systems on children SC3.04	-identifies the roles of various social institutions and systems on children with limited effectiveness	-identifies the roles of various social institutions and systems on children with some effectiveness	-identifies the roles of various social institutions and systems on children with considerable effectiveness	-identifies the roles of various social institutions and systems on children with thorough effectiveness
Application -summarizes the impact of economic, political, and geographic instability on children SC3.07	-demonstrates limited ability to summarize the impact of economic, political, and geographic instability on children	-demonstrates some ability to summarize the impact of economic, political, and geographic instability on children	-demonstrates considerable ability to summarize the impact of economic, political, and geographic instability on children	-demonstrates extensive ability to summarize the impact of economic, political, and geographic instability on children

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

U6A4A1 ASSIGNMEN – DUE JULY 24TH THE ACTION

Before you upload your file, ensure your name appears on the top of every page of your primary research method design.

Now that you have conducted your secondary research and have a hypothesis, you are ready to design your primary research method and instruments to investigate your culminating activity research topic.

Journal

Consider your theoretical perspective and your hypothesis. Review the purpose of your primary research: What is the intention of your research? What information do you need? What are you hoping to discover? What question are you aiming to answer?

Think about the best way to investigate your hypothesis: What are some possibilities for research methods? What research instruments would be useful? What are their advantages/disadvantages?

Think about your target population. Who do you need to gather information from? How many people would you like to respond? What is the best way to communicate with them? How can you use current information technology to efficiently design and conduct your research method?

Consider logistics: What resources are available to you? Think about computer access, geographic distance, costs, and time. Are your ideas practical? Logical? Are there issues that you need to take into consideration?

What research tool/instrument will help you gather your information? How will you make it accurate and specific? What kinds of data will it generate? How will you organize your results?

Chat

Share your journal responses with a classmate. In a chat , discuss the possibilities for research methods and instruments, and their advantages and disadvantages. Keep the original intention of the hypothesis in mind as you identify the best approach. Provide feedback to each other on the effectiveness of the research design and instrument to investigate the original hypothesis. Make suggestions to improve the primary research method design.

Journal

Based on your peer’s feedback, decide on the best research design and instrument to investigate your hypothesis.

Design your research method, incorporating as many details as possible about the intended research process, logistics, target population, and ethical considerations.

Create your research instrument. Create a separate document, and plan the tool and the specific questions and/or approaches you will use. Give careful attention to accuracy and clarity, so that your tool generates valid and reliable results. Create the database or spreadsheet that you will use to collect and organize your results.

Discussion

Share your primary research method design and instrument with your teacher in a conference. Be prepared to explain how your primary research will address your hypothesis, your rationale for your target audience, ethical issues you have taken into consideration, what results your approach will generate, and limitations to your design. You may also ask your teacher for any assistance or clarifications you require.

Rubric

Action Plan
Categories	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge and Understanding -information technology is used to develop and transmit primary research and instrument design, and compile results IS1.04, IS2.03, IS3.03	-information technology is used to develop and transmit primary research and instrument design, and compile results with limited effectiveness	-information technology is used to develop and transmit primary research and instrument design, and compile results with some effectiveness	-information technology is used to develop and transmit primary research and instrument design, and compile results with considerable effectiveness	-information technology is used to develop and transmit primary research and instrument design, and compile results with extensive effectiveness
Thinking -designs a primary research method that considers ethics and theoretical perspectives IS1.03	-demonstrates limited ability to design a primary research method that considers ethics and theoretical perspectives	-demonstrates some ability to design a primary research method that considers ethics and theoretical perspectives	-demonstrates considerable ability to design a primary research method that considers ethics and theoretical perspectives	-demonstrates proficient ability to design a primary research method that considers ethics and theoretical perspectives
Communication -designs a research method and instrument that reflects and discusses a theoretical perspective IS1.01	-designs a research method and instrument that reflects and discusses a theoretical perspective with limited success	-designs a research method and instrument that reflects and discusses a theoretical perspective with some success	-designs a research method and instrument that reflects and discusses a theoretical perspective with considerable success	-designs a research method and instrument that reflects and discusses a theoretical perspective with a high degree of success
Application -develops the primary research method and instrument components of a culminating activity research paper IS3.01, IS3.02	-develops the primary research method and instrument components of a culminating activity research paper with limited effectiveness	-develops the primary research method and instrument components of a culminating activity research paper with some effectiveness	-develops the primary research method and instrument components of a culminating activity research paper with considerable effectiveness	-develops the primary research method and instrument components of a culminating activity research paper with thorough effectiveness

social science

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