Description
Please see attached grading rubric. 2-2 and 3-2 are separate assignments. The topic I chose is Social sciences study human relationships and social structures grounded in demographic and statistic measurements from 1-2 which is included in the attachments.
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IDS 400 Module Two Activity Guidelines and Rubric
Overview
For your project, you will examine a specific topic, such as an issue or event in diversity, and how it impacts individuals and society. You will demonstrate your ability to think critically,
investigate, and communicate clearly. Diversity influences society, and society influences diversity, creating a feedback loop between them. You will critically analyze a feedback loop in this
project through social, historical, and theoretical approaches to diversity as well as the four general education lenses: history, humanities, natural and applied sciences, and social science.
For this assignment, you will select the topic you will be working on and begin to collect the required elements for your analysis. This assignment requires you to gather reliable evidence from
varied sources and use them to introduce your topic effectively. All these elements will prepare you to complete the project, where you will need to use evidence to support your points.
Directions
Review the module resources and the instructor feedback you received on the previous activity. Then, visit the IDS 400 Library Guide for guidance on how to select and narrow a topic. You
may use the topic that you worked with in the previous module or choose something different now that you have reflected further. Do some preliminary research on your topic to make sure
you can address each of the required elements. Please remember that you will not be able to change your topic after the end of this module. You should begin to gather the sources you will
integrate into your project, which must include two resources from course materials and two resources from the library.
You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.
Specifically, you must address the following rubric criteria:
1. Integrate reliable evidence from varied sources throughout your paper to support your analysis.
a. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
b. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a
reference list at the end of your work.
c. You will be evaluated on both criteria.
2. Describe your topic with effective details and contextual information.
a. What main points should you include about your topic? What other details are needed to ensure a thorough description?
3. Describe a population significant to your topic. Include information such as demographics, cultural practices, social identity, and key challenges.
a. Examples could include a population who is directly impacted by the topic, a group that works with those directly impacted, or a group that has strong feelings about the topic.
4. Articulate how the topic has shaped the lives and experiences of your chosen population.
a. What stories clearly illustrate how the topic has impacted the lives and experiences of your chosen population?
5. Explain your choice of one general education interdisciplinary lens for analyzing your topic.
a. What made you choose one lens over the others? Was it an easy decision? Why or why not?
6. Construct a thesis statement that combines your topic, population, cultural situation, and choice of general education interdisciplinary lens.
a. Your thesis statement should clearly and concisely state the relationships between your topic, population, cultural situation, and lens. It acts as a hypothesis proposing how these
elements will work together during your critical analysis.
What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA
style. Consult the Shapiro Library APA Style Guide for more information on citations.
Module Two Activity Rubric
Criteria
Proficient (100%)
Needs Improvement (75%)
Not Evident (0%)
Value
Reliable Evidence from
Varied Sources
Integrates reliable evidence from varied
sources throughout the paper to support
analysis
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include drawing from a
more diverse pool of perspectives, using
more varied sources to support the
analysis, or integrating evidence and
sources throughout the paper to support
the analysis
Does not attempt criterion
15
Topic Description
Describes the topic with effective details
and contextual information
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include describing the
topic using more details and relevant
Does not attempt criterion
15
Does not attempt criterion
15
contextual information, or better
supporting that description
Description of the
Population
Describes a population significant to the
topic including information such as
demographics, cultural practices, social
identity, and key challenges
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include adding more
specific information about demographics,
cultural practices, social identity, and key
challenges, or better supporting that
description
Criteria
Proficient (100%)
Needs Improvement (75%)
Lives and Experiences of the
Population
Articulates how the topic has shaped the
lives and experiences of the chosen
population
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include adding specific
examples of how the topic has shaped the
lives and experiences of the chosen
population, or better supporting that
explanation
Does not attempt criterion
15
General Education
Interdisciplinary Lens
Explains the choice of general education
interdisciplinary lens for analyzing the
topic
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting the
topic to a general education lens, explaining
why the lens was chosen to analyze the
topic, or providing better support for that
explanation
Does not attempt criterion
15
Thesis Statement
Constructs a thesis statement that
combines the topic, population, cultural
situation, and choice of general education
interdisciplinary lens
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include constructing a
thesis statement that clearly and succinctly
combines the topic, population, cultural
situation, and choice of one general
education interdisciplinary lens
Does not attempt criterion
15
Articulation of Response
Clearly conveys meaning with correct
grammar, sentence structure, and spelling,
Shows progress toward proficiency, but
with errors in grammar, sentence structure,
Submission has critical errors in grammar,
sentence structure, and spelling,
5
demonstrating an understanding of
audience and purpose
and spelling, negatively impacting
readability
preventing understanding of ideas
Uses citations for ideas requiring
Uses citations for ideas requiring
Does not use citations for ideas requiring
attribution, with consistent minor errors
attribution, with major errors
attribution
Citations and Attributions
Not Evident (0%)
Value
Total:
5
100%
IDS 400 Module Three Activity Guidelines and Rubric
Overview
For this activity, you will critically analyze how those within your chosen population engage with your topic. You will identify what is already working well and opportunities for change.
Completing this activity will result in a draft of the critical analysis section of your project. It also provides an opportunity to obtain valuable feedback from your instructor that you can
incorporate into your project submission.
Directions
In this activity, you will consider the elements of your topic you can develop to encourage, promote, and transform conversations about diversity. Include diverse perspectives from varied
sources to support your points. You should continue to gather the sources you will integrate into your final project, which include two resources from course materials and two resources from
the library. Look to the SNHU Shapiro Library for assistance in finding evidence and resources from outside the course. For this activity, you will discuss how to collaborate constructively with
your chosen population group. You will then describe at least one positive element related to your topic and, finally, one element that could benefit from change.
You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.
Specifically, you must address the following rubric criteria:
1. Integrate reliable evidence from varied sources throughout your paper to support your analysis.
a. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
b. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a
reference list at the end of your work.
c. You will be evaluated on both criteria.
2. Discuss how you would constructively collaborate with your population to encourage their engagement with your chosen topic.
a. Consider how you would develop a dialogue with your population about the topic you have chosen. What are your ideas for supporting constructive and inclusive conversation and
programs of engagement?
3. Describe at least one positive element within your topic that supports transformation.
a. What conversational and collaborative approaches have already been successful? Visualize how this positive element could have a ripple effect towards a transformative
conversation about your topic. This is not simply your opinion but should be supported by reliable evidence.
b. If you do not think your topic has been engaged with positively or successfully, explain why you have come to this conclusion.
4. Describe at least one specific element within your topic that could benefit from change.
a. What potential opportunities are there to improve your topic? What could be done differently to encourage, promote, or transform your topic? Build off ways that your topic has
been discussed and represented in the past. This is not simply your opinion but should be supported by reliable evidence.
What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA
style. Consult the Shapiro Library APA Style Guide for more information on citations.
Module Three Activity Rubric
Criteria
Proficient (100%)
Needs Improvement (75%)
Reliable Evidence from
Integrates reliable evidence from varied
Shows progress toward proficiency, but
Varied Sources
sources throughout the paper to support
analysis
with errors or omissions; areas for
improvement may include drawing from a
more diverse pool of perspectives, using
more varied sources to support the
analysis, or integrating evidence and
sources throughout the paper to support
the analysis
Constructively Collaborate
Discusses constructive collaboration with
population to encourage their engagement
with chosen topic
Describes at least one positive element
within the topic that supports
transformation
Positive Element
Not Evident (0%)
Value
Does not attempt criterion
20
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include providing more
detailed ideas for constructive
collaboration or better supporting how
those ideas will encourage engagement
Does not attempt criterion
30
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include connecting the
Does not attempt criterion
20
positive element to transformation,
providing more support of that connection,
or explaining why the topic has not been
engaged with positively
Criteria
Proficient (100%)
Needs Improvement (75%)
Not Evident (0%)
Value
Benefit from Change
Describes at least one specific element
within the topic that could benefit from
change
Shows progress toward proficiency, but
with errors or omissions; areas for
improvement may include providing more
specific details about the element that
could benefit from change or providing
more support of why the element would
benefit from change
Does not attempt criterion
20
Articulation of Response
Clearly conveys meaning with correct
grammar, sentence structure, and spelling,
demonstrating an understanding of
audience and purpose
Shows progress toward proficiency, but
with errors in grammar, sentence structure,
and spelling, negatively impacting
readability
Submission has critical errors in grammar,
sentence structure, and spelling,
preventing understanding of ideas
5
Citations and Attributions
Uses citations for ideas requiring
attribution, with consistent minor errors
Uses citations for ideas requiring
attribution, with major errors
Does not use citations for ideas requiring
attribution
5
Total:
100%
1
Social Sciences Study Human Relationships and Social Structures Grounded in Demographic
and Statistic Measurement
2
Social Sciences Study Human Relationships and Social Structures Grounded in Demographic
And Statistic Measurement
Existing Knowledge
The existing knowledge on human relationships and social structures claims that social
scientists use the structures and relationships to create order for different aspects of social life.
The social order is produced through the interconnection of three conceptual domains- social
structures/configurations, social categories/representations/encounters (Vertovec, 2021). The
configuration concept claims that stratification has multiple facets, such as power, economy and
culture, which create classes and hierarchies in society. Representation entails grouping people
into identities, values and practices. Encounters entail human interactions where people interact
by chance in public.
History Lens
Social science research is a discipline that is now two centuries old. The study of social
science began in 1824. William Thompson became the first scholar to explore this discipline. His
work was backed by Auguste Comte (1798-1857), who studied positivism with efforts to combat
enlightenment, which they believed was a destructive philosophy (Babalola & Nwanzu, 2021).
The scientists started by adopting a positivist methodology established in “hard” sciences. The
methodology ran together with interactionism to make the social sciences quantitative and
qualitative studies. Today, the social sciences are mainly studied through a mixed methods
design.
Humanity Lens
Social sciences offer an opportunity for understanding the cultural significance and
expression of human relationships and societal structures. The social sciences promote the
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science of governance and interactions to enhance societal structures (Fecher et al., 2021). Since
different cultures have unique interpretations of social norms, values and identities, the
organization of communities requires robust frameworks for governing them. The lived
experiences of individuals vary by a significant margin, considering that people attach their
identities to factors such as art, literature, and rituals to reflect social beliefs.
Natural and Applied Sciences Lens
Social sciences adopt empirical approaches to study interactions and societal structures.
Demography was introduced in social sciences in 1662 by an English Statistician, John Grant.
He published his first work on demographics on February 2, 1962, and after that, social scientists
applied statistical concepts in studying the social structures and migration of populations
(Connor, 2022). However, applying natural and applied sciences in social sciences has faced
challenges of researcher bias and inherent complexities of human behavior.
Social Science Lens
Social science lenses aid in understanding how people are affected by social structures
and relationships. Social sciences include various academic fields, such as political science,
psychology, anthropology, sociology, and economics, that study different facets of human
behavior (Fecher et al., 2021). These fields study social inequality, power relations, cultural
norms, and group behavior, among other things. The social structures are, therefore, crucial in
organizing people in the community, primarily through family education and religion.
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References
Babalola, S. S., & Nwanzu, C. L. (2021). The current phase of social sciences research: A
thematic overview of the literature. Cogent Social Sciences, 7(1), 1892263.
https://doi.org/10.1080/23311886.2021.1892263
Connor, H. (2022). John Grant F.R.S. (1620-74): The founding father of human demography,
epidemiology and vital statistics. Journal of Medical Biography, 096777202210798.
https://doi.org/10.1177/09677720221079826
Fecher, B., Kuper, F., Sokolovska, N., Fenton, A., Hornbostel, S., & Wagner, G. G. (2021).
Understanding the Societal Impact of the Social Sciences and Humanities: Remarks on
Roles, Challenges, and Expectations. Frontiers in Research Metrics and Analytics, 6.
https://doi.org/10.3389/frma.2021.696804
Vertovec, S. (2021). The social organization of difference. Ethnic and Racial Studies, pp. 1–23.
https://doi.org/10.1080/01419870.2021.1884733
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