Description
Attached are two Word documents, one Journal and one Context Meaning and Value assignment.
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Discussion
Required Resources
Read/review the following resources for this activity:
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Textbook: Chapter 4, 5
Lesson
At least 1 news article (e.g., latimes.com, usatoday.com, nytimes.com)
Minimum of 1 scholarly source (in addition to the textbook)
Initial Post Instructions
Select one of the following options to research for this discussion:
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Option 1: Google . You will find numerous
reports concerning a California school district that voted to paint over a mural
in the high school. The Life of Washington was painted by Depression-era artist
Victor Arnautoff.
Option 2: Google . You will
find numerous articles on the controversy surround a panel from Benton’s A
Social History of Indiana (1933) murals.
Option 3: Conduct research on a mural or statue or monument in your town
that is the subject of controversy.
Before you read the news articles, try to look at the artworks through an image search in
Google. Then, read the news articles to see the different viewpoints about the murals.
For the initial post, address at least four (4) of the following questions for the option you
selected:
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What do you think should be done with the artwork (e.g., painted over,
covered, destroyed, left as is in plain view, etc.)? Why?
Should the context in which the artwork was created (the Great Depression of
the 1930s in the case of the Benton and Arnautoff murals) have an impact on
the decision of what to do with the artwork?
Should the context in which people now view the artwork have an impact on
the decision of what to do with it?
What message do you think the artwork conveys?
Do you think there is ambiguity in the message?
Do you think the message is vague?
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Does the artistic value of the artwork require that it be saved regardless of
message?
Does the historic value of the artwork require that it be saved regardless of
message?
Do you think the message of the artwork is sufficiently important that the
message alone requires that it be saved?
Do you think the artists were biased or prejudiced? If yes, explain specifics
about the artwork that support your opinion. Do you think viewers might be
bringing bias or prejudice to their opinions? Are you?
Follow-Up Post Instructions
Respond to at least one peer. Respond to one peer who chose a controversial artwork
other than the one you chose. Further the dialogue by providing more information and
clarification. Do you agree or disagree with your peers’ positions? Explain why. In
addition, address different issues than what your peer focused on.
Writing Requirements
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Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside
source)
APA format for in-text citations and list of references
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the
following link:
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Link (webpage): Discussion Guidelines
Course Outcomes
CO 5: Evaluate the role of cognitive bias and fallacies of relevance in critical reasoning
and decision-making.
CO 6: Apply principles of critical reasoning to political, educational, economic, and/or
social issues.
Assignment Rubric DetailsClose
Rubric
Discussion Grading Rubric_Gen Ed_ JAN21
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeInitial Post
Content
This criterion is
linked to a Learning
OutcomeInitial Post
Evidence & Sources
Ratings
Pts
7 pts
5 pts
3 pts
0 pts
Outstanding
Very Good
Competent
Poor
Addresses ALL
aspects of the
initial
discussion
question(s),
applying
experiences,
knowledge,
and
understanding
regarding ALL
weekly
concepts.
Addresses
MOST aspects
of the initial
discussion
question(s),
applying
experiences,
knowledge,
and
understanding
of MOST of the
weekly
concepts.
Address SOME
aspects of the
initial
discussion
question(s),
applying
experiences,
knowledge,
and
understanding
of SOME of the
weekly
concepts.
Minimally
address the
initial
discussion
question(s)
or does not
address the
initial
question(s).
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Integrates
evidence to
support
discussion from
assigned readings
OR online
lessons, AND at
least one outside
scholarly source.
Sources are
credited.
Integrates
evidence to
support
discussion
from assigned
readings OR
online
lessons.
Sources are
credited.
Integrates
evidence to
support
discussion only
from an outside
source with no
mention of
assigned
reading or
lesson. Sources
are credited.
Does not
integrate
any
evidence.
7 pts
4 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeFollow-up
Post
This criterion is
linked to a Learning
OutcomeProfessional
Communication
Ratings
Pts
8 pts
6 pts
4 pts
0 pts
Outstanding
Very Good
Competent
Poor
Response
furthers the
dialogue by
providing more
information and
clarification,
thereby adding
much depth to
the discussion.
Response
furthers the
dialogue by
adding some
depth to the
discussion
Response does
not further the
dialogue
significantly;
add little depth
to the
discussion.
Does not
respond to
another
student or
instructor.
4 pts
3 pts
2 pts
0 pts
Outstanding
Very Good
Competent
Poor
Presents
information
using clear
and concise
language in
an organized
manner
(minimal
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information
in an
organized
manner (few
errors in
English
grammar,
spelling,
syntax, and
punctuation).
Presents
information
using
understandable
language but is
somewhat
disorganized
(some errors in
English
grammar,
spelling, syntax,
and
punctuation).
Presents
information
that is not
clear, logical,
professional or
organized to
the point that
the reader has
difficulty
understanding
the message
(numerous
errors in
English
grammar,
spelling,
syntax, and/or
punctuation).
8 pts
4 pts
Discussion Grading Rubric_Gen Ed_ JAN21
Criteria
This criterion is
linked to a Learning
OutcomeFrequency
of Responses
Total Points: 25
Ratings
2 pts
0 pts
Outstanding
Poor
Posts in the discussion on
two different days.
Posts fewer than two different days
OR does not participate at all.
Pts
2 pts
Journal
Assignment
Required Resources
Read/review the following resources for this activity:
•
•
Textbook: Chapter 4, 5
Lesson
Instructions
Remember – these journal questions require more thinking than writing. Think about
exactly what you are asked to do, and then write as economically as possible.
For this journal assignment, answer each of the following prompts:
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Important Idea
o Considering only the Introduction to Chapter 5, in terms of
developing critical thinking and reasoning, what do you consider is
the most valuable and important idea in that section? You can either
summarize or directly quote the text; then, briefly explain why you
find this idea important and valuable.
Critical Thinking
o In Chapter 5, the section “Making Arguments” states: “In some ways
applying our core critical thinking skills to analysis can be more
difficult than offering an evaluative opinion. Analysis, like
interpretation, is understanding at a deep level (p. 89)”
▪ What concepts discussed in Chapter 4 might make
analysis of a statement difficult – and why?
Beliefs
o Why do you believe what you believe?
o What is your “evidence”?
o Test one of your beliefs by asking yourself, “Why?” As you answer
each “why,” go down another layer – four layers will probably give
you a good idea of why you believe what you believe.
o Your product should show a well-reasoned and logical basis for
your belief. Stay away from the big stuff, like believing in God, or
who to vote for in the next election, and don’t look for sources –
this is about what you believe and why you believe it. After all, this
is only an 8-week course, and we can’t settle everything!
o
Click on the following link for an example of layers of why:
Example of Layers of Why
Note
Don’t be tempted to skip steps. If you start with layer 5, you have just opened up a
whole new line of “whys.” For example, why should everyone be afforded an
opportunity to reach his or her highest potential? After all, for most of the history of the
world, that has not been the case.
If you include references to outside sources (beyond the textbook), make sure you cite
them properly.
Writing Requirements (APA format)
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Length: 1 ½ -2 pages (not including prompts, title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (as needed)
Grading
This activity will be graded using the Journal Grading Rubric.
Outcomes
CO 1: Define critical reasoning for application to personal and professional problemsolving.
CO 4: Evaluate arguments by applying tests of truthfulness, logical strength, relevance,
and non-circularity.
CO 6: Apply principles of critical reasoning to political, educational, economic, and/or
social issues.
Rubric
Journal Grading Rubric – 35 pts
Journal Grading Rubric – 35 pts
Criteria
This criterion is
linked to a
Learning
OutcomeLength
Ratings
Pts
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
15 pts
Reflection
demonstrates a
high degree of
critical thinking
in applying,
analyzing, and
evaluating key
course concepts
and theories
from readings,
lectures, media,
discussions
activities,
and/or
assignments.
Insightful and
relevant
connections
made through
contextual
explanations,
inferences, and
examples.
11.25 pts
Reflection
demonstrates
limited critical
thinking in
applying,
analyzing,
and/or
evaluating key
course concepts
and theories
from readings,
lectures, media,
discussions,
activities,
and/or
assignments.
Minimal
connections
made through
explanations,
inferences,
and/or
examples.
This criterion is
linked to a
Learning
OutcomeContent
Reflection
12.75 pts
Reflection
demonstrates
some degree of
critical
thinking in
applying,
analyzing,
and/or
evaluating key
course concepts
and theories
from readings,
lectures, media,
discussions
activities,
and/or
assignments.
Connections
made through
explanations,
inferences,
and/or
examples.
9 pts
Reflection
lacks critical
thinking.
Superficial
connections
are made
with key
course
concepts and
course
materials,
activities,
and/or
assignments.
0 pts
Little or
no
reflection;
copies or
repeats
text or
lecture.
15 pts
Journal Grading Rubric – 35 pts
Criteria
Ratings
Pts
This criterion is
linked to a
Learning
OutcomePersonal
Growth
10 pts
Conveys strong
evidence of
reflection on
own work with
a personal
response to the
self-assessment
questions
posed.
Demonstrates
significant
personal
growth and
awareness of
deeper meaning
through
inferences
made,
examples, well
developed
insights, and
substantial
depth in
perceptions and
challenges.
Synthesizes
current
experience into
future
implications.
8.5 pts
Conveys
evidence of
reflection on
own work with
a personal
response to the
self-assessment
questions
posed.
Demonstrates
satisfactory
personal
growth and
awareness
through some
inferences
made,
examples,
insights, and
challenges.
Some thought
of the future
implications of
current
experience.
7.5 pts
Conveys
limited
evidence of
reflection on
own work in
response to the
self-assessment
questions
posed.
Demonstrates
less than
adequate
personal
growth and
awareness
through few or
simplistic
inferences
made,
examples,
insights, and/or
challenges that
are not well
developed.
Minimal
thought of the
future
implications of
current
experience.
6 pts
Conveys
inadequate
evidence of
reflection on
own work in
response to the
self-assessment
questions
posed.
Personal
growth and
awareness are
not evident
and/or
demonstrates a
neutral
experience
with negligible
personal
impact. Lacks
enough
inferences,
examples,
personal
insights and
challenges,
and/or future
implications
are
overlooked.
0 pts
No
evidence
of
reflection.
10 pts
Journal Grading Rubric – 35 pts
Criteria
This criterion is
linked to a
Learning
OutcomeWriting
Quality
Total Points: 35
Ratings
5 pts
Well written
and clearly
organized
using standard
English,
characterized
by elements of
a strong
writing style
and basically
free from
grammar,
punctuation,
usage, and
spelling errors.
4.25 pts
Above
average
writing style
and logically
organized
using
standard
English with
minor errors
in grammar,
punctuation,
usage, and
spelling.
3.75 pts
Average
and/or casual
writing style
that is
sometimes
unclear
and/or with
some errors
in grammar,
punctuation,
usage, and
spelling.
Pts
3 pts
Poor writing
style lacking
in standard
English,
clarity,
language
used, and/or
frequent
errors in
grammar,
punctuation,
usage, and
spelling.
Needs work.
0 pts
Lacks
coherence;
errors in
grammar,
usage and
spelling
interfere with
readability and
understanding
to significant
degree.
5 pts
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