Download ICS 4: Race, Ethnicity, and Inequality TTh 10:30a

ICS 4: Race, Ethnicity, and Inequality
Instructor:
Office Hours:
Dr. Mae Lee
T 1:30p-2:15, + in-class sign-up times @ MCC 14-B
Teaching Assistant: Maximus Grisso
Review Session:
M 12:30p-1:20p and T 12:30-1:30 @ MCC
Course Website:
Course Advisory:
TTh 10:30a - Syllabus S15
Email: [email protected]
Phone: 408-864-8973
Text: 408.355.3922
Email: [email protected]
http://faculty.deanza.fhda.edu/leemae/
Completion of EWRT 1A or ESL 5. Please see me if you have not completed EWRT 1A or ESL
5. (If you are new to college or want to develop life management and study skills, sign up for
Huma 20: Life Skills for Higher Education.)
Course Description:
Do race and ethnicity matter in your life? Do they matter as social identities in 21st century America? How do race
and ethnicity correlate with economic and social inequality in our society today? What’s the history of this? And how
are we as a society trying to address inequality attributed to racial and ethnic stratification today?
This course is an introductory study of race and ethnicity. We will seek to analyze race and ethnicity as categories of
social identity that have fundamentally organized U.S. society through the distribution of property, power, and
prestige. The course will draw connections between concepts, personal perspectives, and societal patterns. We will
examine and evaluate current events and social policy debates related to racial and ethnic stratification.
The course is organized along three broad areas of questions:
Part I: How do race and ethnicity matter in the U.S. as categories of social identity and in measures of wellbeing?
1. How have race and ethnicity mattered to me—in schooling, family, and economic well-being?
2. What do we mean by race and ethnicity?
3. How do race and ethnicity correlate with inequality in the U.S. today?
4. How does racial and ethnic inequality relate to current events covered by the news media?
Part II: What’s the history of racial and ethnic stratification in the U.S.?
1. How do we explain the experiences of various racial, ethnic, and immigrant groups?
2. How does history shape our current conditions of racial and ethnic inequality today?
Part III: What are some current social policy debates about racial and ethnic inequality in the U.S. related to
education, immigration, politics, public safety, the criminal justice system, and economic well-being?
1. What are these debates about? What are the main points of views and stakes?
2. How would your assess the debates and formulate your position on them?
Student Learning Outcome:
Students will demonstrate critical thinking skills by analyzing race, racism, and racial inequality and will identify,
analyze and discuss different responses to various forms of racism and racial inequality.
Required Texts (available at the De Anza Bookstore):
Joseph F. Healey, Diversity and Society: Race, Ethnicity, and Gender (2011/2012 Update), 2012.
Important Dates:
Last day to drop for refund:
Sunday, April 19
Last day to add:
Saturday, April 18
Last day to drop with no record of grade:
Sunday, April 19
Last day to request pass / no pass:
Friday, May 1
Last day to drop with W (withdrew):
Friday, May 29
**To drop, you need to officially withdraw from the course otherwise you may receive a grade even if you stop attending.
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ICS 4
Course Expectations and Policies
Course Philosophy
The course is designed around the philosophy that learning takes place through intellectual involvement, active
participation, development of self-awareness, and lots of questions and discussion. Effective learning also requires an
environment in which all opinions can be explored in a respectful manner. So be prepared for class, be ready to
engage, and be respectful of opinions that challenge your own!
You are expected to keep up with all assignments and are responsible for all material presented in the course
(readings, videos, lectures, discussions, presentations, handouts). If you are absent or late, you are responsible for
finding out what you missed. Ask classmates and the instructor.
Because there are many assignments throughout the quarter, you are to keep abreast of all due dates. The Course
Calendar states all due dates. Be sure to look ahead.
You are expected to take responsibility for your own learning: ask questions, share you thoughts if you are
confused. Make suggestions to improve class and assist your own learning.
Absences and Attendance
Attendance at class meetings is important since learning has been designed around a variety of in-class activities.
Your contribution to the class will be critical not only for your own learning but also for that of your fellow
classmates. It matters that you are in class!
Attendance will be taken at each class meeting. You are expected to be in class on time. If you arrive after roll is
called, you will be marked tardy. For every 2 tardies, your class participation grade will be deducted 3 points. If
you are regularly tardy or leave the class early, the instructor reserves the right to drop you from the course.
Between weeks 1-8, you are entitled to 4 absences (regardless of reason). After the 4th absence, the instructor
reserves the right to drop you from the course. After week 8, each additional absence (after the 4th) results in 3
points deducted from your class participation grade.
Disruptive Classroom Behavior
For both class and the review session, any behavior that interferes with individual or group class learning will not be
tolerated. This may include but is not limited to: private conversations that are unrelated to class; sleeping; reading
non-class related materials (magazines, email, etc.); not participating in class discussions or activities; text-messaging,
ringing cell phones, and electronic devices other than those approved by instructor; loud or attention-distracting eating
or drinking; and inconsiderate personal hygiene habits. Continuing such behavior after requests to stop can result in
student’s being asked to leave and/or being dropped from the course. We will have a no-ring cell policy.
Policy on Academic Honor Code
Academic dishonesty will not be tolerated. Examples of such dishonesty include cheating* on exams, plagiarizing* on
writing assignments, or violating other codes of academic integrity. See section on Academic Integrity in your current
schedule of classes catalog or http://www.deanza.edu/studenthandbook/academic-integrity.html .
* Plagiarism is the act of using someone else’s ideas and/or words and claiming them as your own, intentionally or
unintentionally. Any time you use someone else’s words or ideas in your own writing, you need to acknowledge and
state the source of those words/ideas. Turning in work that was not done by you and claiming it as your own is
cheating as well as plagiarism. This includes non-published work as well as papers taken from internet sources,
newspapers, magazines, books, and any printed material. In the case of suspected cheating, I will confront the student,
and if the cheating is proven, the penalties can range from failing the assignment to disciplinary action by De Anza
College such as probation or suspension if the incident is severe enough. De Anza is a serious institution that is proud
of its integrity and reputation; academic dishonesty is not tolerated.
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ICS 4
Course Requirements
Class Participation
100 points
You are expected to attend class meetings and participate in class activities. On days that we will be discussing the
week’s readings, it is expected that you come to class prepared with your comments and questions to share. (See
Course Calendar for reading questions you should be prepared to answer.) Your attentiveness, preparedness, attitude
toward learning and classmates, and frequency and quality of contribution in class will determine your grade.
Current Events: Presentation
40 points + 10 points for individual contribution
The 10-minute presentation is a chance for your group to apply what you have learned so far in the course by
choosing a U.S. current events topic that you feel is important and relates to racial and ethnic inequality. Your group
will: 1) present a current events topic covered by news media and research the topic; 2) give an explanation of how
you think the topic exemplifies a pattern of racial and/or ethnic inequality; 3) draw upon course material for your
analysis; and 4) answer questions from the class. Each group member will submit a Current Events Group Evaluation
form that day to earn points for your individual contribution. (Late Group Evaluation forms will not be accepted. If
you are absent for your group’s presentation, there is no make-up and you will receive a zero for the presentation.)
Current Events: Group Worksheet
20 points
One worksheet for your group will be turned in on the day of your presentation. (Late worksheets will not be
accepted.)
Practice Quiz & Quizzes
90-150 points (25-40 points each)
Quizzes will ask you to identify, apply, and/or explain ideas and concepts introduced by course. (**Note: There will be
no make-up quizzes except for documented and warranted emergencies. In those cases, instructor must be notified on day
of quiz and documentation must be provided relating to emergency.)
Social Policy: Group Worksheet
40 points
One worksheet (available on course website) for your group will be turned in prior to your presentation. (Late
worksheets will not be accepted.)
Social Policy: Presentation Outline
20 points
This outline is to be submitted on the day of your group’s presentation. (Late outlines will not be accepted.)
Social Policy: Presentation
100 points + 30 points for individual contribution
The 22-minute presentation is a chance for your group to discuss a social policy debate related to racial and ethnic
stratification in the U.S. Your group will: 1) present the social policy and the debate it has sparked; 2) give a critical
analysis of the social policy and the debate using course concepts and ideas; 3) explain your personal stance and your
reasoning; and 4) respond to a Q & A session with the class. The purpose of the presentation is to create a public
forum for thoughtful consideration of a social policy that affects racial and ethnic stratification. See Instructions for
Social Policy Presentation. Each group member will submit a Social Policy Group Evaluation form on the day of your
presentation to earn points for your individual contribution. (Late Group Evaluation forms will not be accepted. If you
are absent for your group’s presentation, there is no make-up and you will receive a zero for the presentation.)
Extra Credit
Attendance at the weekly “review session” with the Teaching Assistant earns 3 points per week.
Scale for Final Grade
Your final grade for the course will be calculated on a percentage basis given the total possible points:
100% - 96.5%
96.4% - 93.0%
92.9% - 89.5%
89.4% - 86.5%
=
=
=
=
A+
A
AB+
86.4% - 83.0%
82.9% - 79.5%
79.4% - 76.5%
76.4% - 69.5%
=
=
=
=
B
BC+
C
69.4% - 66.5% =
66.4% - 63.0% =
62.9% - 59.5% =
Below 59.5% =
D+
D
DF
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ICS 4
Instructions for Social Policy Presentation
Assignment:
As your “final exam,” the social policy presentation asks your group to synthesize what you have learned in the course by
presenting on a social policy debate that relates to racial and/or ethnic stratification. Your group will have 22 minutes.
Planning Process:
1. You will need to set aside meeting time outside of class for your group to prepare for the presentation.
2. You group will need to submit a Group Presentation Worksheet (on course website) on specified due date (40 pts)
3. You are required to meet once with the Teaching Assistant to share your plans for the presentation. All group
members should attend. Your group loses 3 points from the presentation grade if you do not meet.
Required Content for Presentation:
1. Overview of Social Policy and Debate - this part should not reflect your personal opinions on the debate
What is the actual social policy being proposed?
When and where (geographic location, institution, decision-making body) was it introduced?
Who or what groups proposed it and for what stated purpose?
What are the arguments being made in favor of the social policy? Who/what groups are making those arguments?
What are the arguments being made against the social policy? Who/what groups are making those arguments?
2. Critical Analysis of the Social Policy and Debate in Terms of Racial/Ethnic Stratification
What is the likely impact of the social policy and the debate on racial/ethnic stratification?
Which racial/ethnic groups will it likely impact the most – positively or negatively? Give supporting evidence to
show if your group thinks the social policy will increase or decrease racial/ethnic stratification.
Use ideas, concepts, information, terms, data, and/or themes from the course to make your analysis.
3. Personal Stance and Reasoning
What is your group or personal evaluation of the social policy? And what is your reasoning?
On what basis do you make your group or personal evaluation (data, reasoning, values, consequences, etc.)?
How does the social policy relate to you personally? What’s at stake for you if it’s adopted or if it’s rejected?
4. Respond to Q & A Session with Class
Invite the class to ask your group questions about the social policy debate. Be prepared to answer them.
Prepare 2 questions to ask the class as back-up in case the class has no questions for your group.
Required Elements of Presentation:
This is a group effort. Each member of the group should play an active role in the presentation. Oral participation
during the presentation should be divided equally among group members.
Be creative with the presentation - use role playing, create a scenario for class interaction, prepare a discussion with the
class, or get class reaction to a short video clip. Be sure to actively engage the class.
Day of the presentation: 1) the group turns in one Social Policy Presentation Outline, and 2) each group member
turns in a Social Policy Group Evaluation form. (Both documents are included in this syllabus.)
* Group Work and Accountability: Group work can be both challenging and rewarding. Often, group projects benefit
from multiple perspectives and that takes group work. Group work involves a process of collaboration, listening, asking
questions for clarification, speaking one’s mind, negotiating different points of view, disagreeing, and coming to
agreements. You may find preparing for the presentation quite challenging. Some students are anxious about others
“carrying all the weight” or worried about “not getting along.” These are serious concerns; there are no easy solutions. As
part of a group, you are expected to participate in the process of the work, including meetings, discussions, research, and
presenting. The Social Policy Group Evaluation is your chance to reward members who made positive contributions.
Grading: Each group member will receive the same presentation grade (unless s/he is absent for the presentation). The
grade will be based on an average of your classmates’ and the instructor’s evaluation using the following criteria:
1. Did the group introduce a social policy and the debate surrounding it?
2. Did the group connect the social policy to racial/ethnic inequality in the U.S.?
3. Did the group analyze the social policy using what they learned in the course?
4. Did the group present and explain their personal views on the debate?
5. Did the group invite questions from the class and respond to them?
6: Did the group actively engage the class in an interactive activity?
* Particular excellence and overall quality of presentation (e.g., well-prepared, thoughtful evaluation of debate) can also
raise your grade. If oral participation is uneven, your grade may be lowered.
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ICS 4
S15 Course Calendar
Denotes reading assignment to be completed for that day’s class discussion.
Week 1 / April 6
T:
Introduction to Ethnic Studies and Racial and Ethnic Stratification
Intro to Course and Ethnic Studies / Introduce Current Events Assignment (Start scanning news media for
your topic.)
Online resource: SF State College Strike, Intro Essay: http://www.library.sfsu.edu/about/collections/strike/essay.html
Th:
NO CLASS
Week 2 / April 13
Sociological Approaches to Race and Ethnic Relations
T:
Reading Discussion / Form groups for current events presentation – 4 per group.
“A Century Apart: New Measures of Well-Being for U.S. Racial and Ethnic Groups” by the American
Human Development Project: http://www.measureofamerica.org/acenturyapart…see link on course website.
Read p. 2-11, skim p. 12-22. (Take notes or print copy and bring to class.)
“Methodological Notes” (read p. 154-158) and “A Portrait of California 2011” (read p. 14-47) by the
American Human Development Project: http://www.measureofamerica.org/california/ …see link on course
website. (Take notes or print copy and bring to class.)
Questions to help you prepare for class discussion:
1. What is most striking to you about the measures of well-being presented by the reports?
2. What does the Human Development Index measure? How is the HDI calculated?
3. What is the inequality gap that the title “A Century Apart” refers to?
4. What inequality gaps exist in California?
5. Where do you find yourself and your family in the two reports?
6. What do you take away from reading this report?
Th:
Reading Discussion: Dominant-Minority Relations / Video: “SF State on Strike”
Healey, Chapter 1, p. 3-40.
1. What are the key concepts that sociologists use to understand racial and ethnic inequality?
2. What do social scientists mean by the social construction of race and gender?
3. What do sociologists mean by the concepts of prejudice, modern racism, ideological racism, individual
discrimination, and institutional discrimination? And how do sociologists explain the relationships
between these phenomena?
Week 3 / April 20
Preparation and Presentations: Current Events
T:
Practice Quiz / Reading Discussion / Reintroduce Current Events Assignment
Healey, Chapter 1, p. 36-39 (Take notes or print copy and bring to class.)
Th:
Reading Discussion for Current Events Presentation – Ferguson, Mass Incarceration, and Race
See course website for links to all five readings.
"Darren Wilson Denies Racism In Ferguson”
“When Whites Just Don’t Get It”by Nicholas Kristof.
"When Whites Just Don't Get It, Part 2" by Nicholas Kristof
“The Color of Justice” by Michelle Alexander from the Teaching Tolerance website.
Stealing a Bag of Chips and Other Crimes of Resistance by Victor Rios.
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ICS 4
S15 Course Calendar
Week 4 / April 27
Current Events Presentations
T:
Presentations (Group 1-8) – Due: Current Event Worksheet and Current Events Group Evaluation
Th:
Presentations (Groups 9-16) – Due: Current Event Worksheet and Current Events Group Evaluation
Week 5 / May 4
T:
The Traditional Model of Assimilation and
The Historical Formation of Dominant-Minority Relations
Reading Discussion / Video: “Race: The Power of an Illusion - The House We Live In” / Introduce Social
Policy Assignment
Healey, Chapter 2, p. 45-68 and 81-88 and Chapter 3, p. 99-117.
1.
2.
3.
4.
5.
6.
What have sociologists identified as possible types of relations between dominant and minority groups?
What do the ideas of “assimilation” and “pluralism” refer to?
What historical events was the “traditional perspective on assimilation” based on?
How did European immigrants become structurally integrated into American institutions?
What allowed European immigrants, once minority groups, to become regarded as “American”?
According to Healey, how have “heroic immigrant tales” become a blend of “human capital theory and traditional
views of assimilation with prejudice and racism”?
7. What are the social/institutional conditions that resulted in the raced-based enslavement of people of African
ancestry?
8. How do the Noel and Blauner hypotheses help explain the formation of U.S. black-white relations?
9. How did ideas about race in the U.S. provide justification for the system of slavery?
10. How was the system of slavery enforced through law, institutions, and social relations?
Th:
Video: “Race: The Power of an Illusion - The House We Live In”
Week 6 / May 11
T:
Quiz #1 (covers Healey Ch 2 and 3 + video “The House We Live In”) / Video: “Race the Power of an Illusion
– The Story We Tell”
1.
2.
Th:
African Americans: From Slavery to Segregation to Civil Rights to
Racial Stratification Today
Video: What is the story that the U.S. told itself as dominant-minority relations developed from the late 1700s
through the early 1900s?
Video: How do the historical conditions of African Americans compare with the creation of minority status for
American Indians and Mexican Americans in the U.S.?
Video: “The Story We Tell” / Reading Discussion
Healey, Chapter 4, p. 139-152 and Chapter 5, p. 179-190, 192-201, 206-232.
1.
2.
3.
4.
Compare the changing nature of dominant-minority relations between blacks and whites in the U.S. from slavery to
reconstruction to segregation to the civil rights period to today’s postindustrial society.
What evidence does Healey present to support his conclusion that black and white Americans “continue to live in
worlds that are indeed separate and unequal” especially when racial gaps are made worse by social class?
What makes Healey say that the situation of the African American community today might be “characterized as
structural pluralism combined with inequality,” “testifying to the failure of assimilation” and the “continuing
effects…of a colonized origin”?
Give examples of current-day structural inequality confronting African Americans. How are these situations created
through social institutions? How are they created through problematic attitudes and ways of thinking, such as
modern racism?
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ICS 4
S15 Course Calendar
Week 7 / May 18
T:
American Indians: From Conquest to Tribal Survival,
Challenges to the Assimilation Model
Quiz #2 (covers Healey Ch 4 and 5 + video “The Story We Tell”) / Reading Discussion
Healey, Chapter 3, p. 122-125 and Chapter 6, p. 235-254.
1.
2.
How does Blauner’s hypothesis apply to the experiences of Americans Indians during the 20th century?
Describe how U.S. policy toward American Indians in the 20th century both maintained the group’s powerlessness
and promoted coercive acculturation?
Th:
Reading Discussion / Group Self-Assignments (5 per group) and Social Policy Group Worksheet Due
Healey, Chapter 6, p. 254-274.
1.
2.
What evidence does Healey present to show that assimilationist efforts by the U.S. government toward American
Indians failed to achieve socio-economic equality for the group during the 20th century?
Why does Healey conclude that “linear or simplistic views of assimilation do not fit the current or past experiences
of Indian Americans very well”?
Week 8 / May 25
T:
Reading Discussion / Video: “Children of the Revolucion – Immigration: Then and Now”
Healey, Chapter 3, p. 127-132 and Chapter 7, p. 281-300.
1.
2.
Th:
Latino Americans: Colonization and Immigration
What does Healey mean when he describes Latino Americans as including “both colonized and immigrant groups”?
Give examples for comparison.
How does Blauner’s typology of minority groups apply to Latino Americans?
Reading Discussion
Healey, Chapter 7, p. 300-329.
1.
Why does Healey suggest that the traditional view of assimilation is inadequate for explaining the experiences of
Mexican Americans, Puerto Ricans, and Cuban Americans?
Week 9 / June 1
Asian Americans: “Model Minorities?”
T:
Quiz #3 (covers Healey Ch 6-7 + video “Children of the Revolucion”) / Reading Discussion
Healey, Chapter 8, p. 333-354.
1. What is the idea of the “model minority” and which groups is it most often associated with?
2. Describe the contact situation and relations between Chinese and Japanese with white Americans?
3. Why is Healey skeptical of describing Chinese Americans as a “model minority”?
Th:
Reading Discussion
Healey, Chapter 8, p. 354-371.
1. Why is Healey skeptical of describing Asian Americans as a group as “model minorities”?
Explain why Healey is in favor of a “structural explanation” over a “cultural explanation” for
understanding what is described as “Asian American success”?
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ICS 4
S15 Course Calendar
Week 10 / June 8
T:
Reading Discussion / Quiz #4 (covers Healey Ch 8-9)
Healey, Chapter 9, p. 377-404
1.
2.
3.
4.
5.
Th:
New Americans and Segmented Assimilation &
Social Policy Presentations
How is the “second wave” of immigration different from the “first wave”?
Why do sociologists feel it’s important to examine “modes of incorporation” for immigrant groups?
What are the key factors that shape American attitudes towards immigrants?
How is the idea of “segmented assimilation” different from that of the “traditional view of assimilation”?
What evidence do sociologists use in the debate over segmented assimilation vs. traditional assimilation?
Presentations (Groups 1-4) – Due: Social Policy Presentation Outline and Social Policy Group Evaluation
Week 11 / June 15
Social Policy Presentations
T:
Presentations (Groups 5-8) – Due: Social Policy Presentation Outline and Social Policy Group Evaluation
Th:
Presentations (Groups 9-12) – Due: Social Policy Presentation Outline and Social Policy Group Evaluation
(Everyone: Please be on time. Absence on this day will result in a deduction of 5 points from your class
participation grade.)
Week 12
Finals Week
Thur, June 25, at 9:15-11:15a
8
ICS 4: Social Policy Group Evaluation
Due: At start of class on the day of your presentation. Complete this BEFORE class. (Late forms not accepted.)
Please take time to reflect on your fellow group members’ contributions to the planning and delivery of the class
presentation. Your evaluation is important. Each member of the group can earn a maximum of 30 additional points
based on their level of contribution to the group presentation. Your group’s scores will be averaged to determine how
many points each group member receives. Only the final average score will be seen by each group member.
Social Policy Topic: ___________________________
Your Name:
Grading Criteria: Use the following 4 criteria to determine each group member’s score:
Criteria 1: Did the group member actively contribute to the planning and preparation process of the presentation?
Criteria 2: Did the group member consistently follow through on her/his commitments to the group?
Criteria 3: Was the group member helpful to other members of the group?
Criteria 4: Was the group member inclusive to other members of the group?
Grading Scale: Please score each group member using the scale below
30-27 points = If the group member met all 4 criteria with consistency and quality.
26-24 points = If the group member met 3 of the 4 criteria.
23-21 points = If the group member met 2 of the 4 criteria.
20-18 points = If the group met only 1 out of the 4 criteria.
0 points =
If the group member did not meet any of the 4 criteria.
Record your responses below:
Group Members Name
(please list each group member)
1. (your name)
Criteria 1
(indicate
yes/no)
Criteria 2
(indicate
yes/no)
Criteria 3
(indicate
yes/no)
Criteria 4
(indicate
yes/no)
Give Final Score
(30-0 pts)
(grade yourself)
2.
3.
4.
5.
6.
9
ICS 4: Social Policy Presentation Outline
Due: At the start of class on the day of your social policy presentation. Only one copy needs to be turned in by the
group. Complete this BEFORE the day of your presentation. (Late outline will not be accepted.) (20 pts)
Social Policy Topic:
Agenda of Group Presentation – Outline the topics to be covered in your group’s 22 minute presentation. (5 points):
Provide 2 Questions to Ask Class as Back-Up for Q & A Session (5 points):
Identify and explain/define at least 5 distinct items from the course (ex: ideas, concepts, theories, data,
historical contexts, and/or themes) that your group will be using to analyze your social policy topic. AND,
discuss in detail how each of those 5 items applies to your social policy. (10 points)
10
ICS 4: Current Events Group Evaluation
Due: At start of class on the day of your presentation. Complete this BEFORE class. (Late forms not accepted.)
Please take time to reflect on your fellow group members’ contributions to the planning and delivery of the class
presentation. Your evaluation is important. Each member of the group can earn a maximum of 10 additional points
based on their level of contribution to the group presentation. Your group’s scores will be averaged to determine how
many points each group member receives. Only the final average score will be seen by each group member.
Current Events Topic: ___________________________
Your Name:
Grading Criteria: Use the following 4 criteria to determine each group member’s score:
Criteria 1: Did the group member actively contribute to the planning and preparation process of the presentation?
Criteria 2: Did the group member consistently follow through on her/his commitments to the group?
Criteria 3: Was the group member helpful to other members of the group?
Criteria 4: Was the group member inclusive to other members of the group?
Grading Scale: Please score each group member using the scale below
10-9 points =
If the group member met all 4 criteria with consistency and quality.
8 points =
If the group member met 3 of the 4 criteria.
7 points =
If the group member met 2 of the 4 criteria.
6 points =
If the group met only 1 out of the 4 criteria.
0 points =
If the group member did not meet any of the 4 criteria.
Record your responses below:
Group Members Name
(please list each group member)
1. (your name)
Criteria 1
(indicate
yes/no)
Criteria 2
(indicate
yes/no)
Criteria 3
(indicate
yes/no)
Criteria 4
(indicate
yes/no)
Give Final Score
(10-0 pts)
(grade yourself)
2.
3.
4.
11
ICS 4: Current Events Worksheet
Due: At the start of class on the day of your current events presentation. Only one copy needs to be turned in by the
group. Complete this BEFORE the day of your presentation. (Late outline will not be accepted.) (20 pts)
Names of Group Members:
Current Events Topic:
Agenda of Presentation – Outline the topics to be covered in your group’s 10 minute presentation. (4 points):
Three News Media Sources of Current Events Topic - Give title of article, author, publication name, date, name of
website (6 points):
Identify and explain/define at least 3 distinct items from the course (ex: ideas, concepts, theories, data,
historical contexts, and/or themes) that your group will be using to analyze your current events topic. AND,
describe in detail how each of those 3 items applies to your current event topic. (10 points)
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