Ideology deconstruction Middle Eastern in US culture

CATEGORY

31 — 34 points

27— 30 points

23 — 26 points

1 — 22 points

SCORE

STUDENT IDENTITY

Student describes identity by including four to six examples on how race, gender, social class, privilege, religion, etc. influence their self-text. Descriptions illustrate how ideologies manifest themselves.

Student describes identity by including three examples of how race, gender, social class, privilege, religion, etc. influence their self-text. Descriptions illustrate how ideologies manifest themselves.

Student describes identity by including one to two examples of how race, gender, social class, privilege, religion, etc. influence their self-text. Descriptions illustrate how ideologies manifest themselves

Paper reflects a weak or unclear description of student's identity. Student either does not address the impact of race, gender, social class, etc. on their self-text or does not provide examples to illustrate how the ideologies manifest themselves.

ANALYTICAL

Student makes logical and excellent connections to how the identity was constructed by providing four to six examples of the impact of historical events, group norms, family experiences, and relationships on their self-text.

Student makes logical and good connections to how the identity was constructed by providing three examples of the impact of historical events, group norms, family experiences, and relationships on their self-text.

Student makes fair connections to how the identity was constructed by providing one to two examples of the impact of historical events, group norms, family experiences, and relationships on their self-text.

Student either makes no connections to how the identity was constructed or does not provide examples of the impact of historical events, group norms, family experiences, and relationships on their self-text.

EDUCATIONAL IMPLICATIONS

More than four examples and terms and course concepts are employed to demonstrate an excellent understanding of the implications of their identity for teaching, learning, and relating to others.

Three to four examples and terms and course concepts are employed to demonstrate a good understanding of the implications of their identity for teaching, learning, and relating to others.

One to two examples and terms and course concepts are employed to demonstrate a fairly good understanding of the implications of identity for teaching, learning, and relating to others.

No examples, terms or course concepts are employed resulting in a poor/weak understanding of the implications of identity for teaching, learning, and relating to others.