4.7 “FERAL CHILDREN”-(Click 3/23 to access graded discussion board due by 3/25)

This is a graded discussion on “Feral Children”. We have studied the importance of social interaction in order for humans to develop, thrive and survive. Your assignment is to go to Youtube.com, place “feral children” in the search box. Select/view 4-5 or more videos so that you can see the wide range of possible experiences. In approximately 3-4 paragraphs, describe in detail what the consequences are to humans who have experienced either very limited social contact with other humans or complete/lifelong social isolation, and your analysis of the damage to human development/life based on what you observed in the films. Clearly, there are a wide range of possible consequences depending on when social isolation started, how long it lasted, and what occurred or didn’t occur during a person’s experience. Consider/include the theoretical analysis of human development and the human need for social interaction provided by Sigmund Freud, Jean Piaget and George Herbert Mead when constructing your answer. Reply to at least 1 of your fellow students.

OUTLINE REQUIREMENTS

— Upload OUTLINE at END of this page.

Final Paper Instructions are also below: ______________________________________

Make sure to read all instructions, below, to do well.

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Outline is worth 20 points out of the 200 for final paper.

The 20 points will be recorded in the Final Paper grade.

Canvas says “0” points here, so that Final Paper will display full grade.

If Outline is done well, then points are not lost in final paper grade.

You DO need to UPLOAD your OUTLINE at END of THIS page.

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OUTLINE — REQUIREMENTS — Read This:

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DUE: — Fri. Mar. 27 — by 11:59 pm.

(That is the Absolute Deadline for the Outline.)

(An extension of several days was already provided, so the date, above, is the Absolute Deadline!) – REALLY!

— Late penalty: — Minus 1 point for every 1 minute late, to be fair to students who turn in their work on time.

— There is a 10 minute grace period.

— Do NOT wait until the last minute to upload!

LOCATION TO UPLOAD your OUTLINE is at the END of this page:

You must submit/upload your Outline, ON THIS PAGE in Canvas, using Turnitin INSIDE Canvas.

Important: — Do NOT use the “outside” version of Turnitin (outside of Canvas), as that will result in 0/F.

Use only .pdf or .docx files.

Absolutely NO googledocs, etc. You must convert to .docx or .pdf before uploading.

NO links. Unreadable or incorrect file or location = 0/F.

Check your file before uploading.

UPLOADING LIMITS: —- READ THIS!

— There are 3 chances to upload ONLY BEFORE the due date and time.

— You can ONLY do a RE-submit BEFORE the due date and time.

— And ONLY the LAST file that you upload / submit will be graded!.

— No exceptions!

— So, make sure your file is correct.

— And do NOT wait until the last minute!

— Pretend this is a job application, and you need to do this correctly.

— You are responsible for immediately checking that Canvas shows date & time you uploaded assignment, and also for immediately checking that Canvas also shows that your file is uploaded.

— See your student assignment page to do that and print a Digital Receipt (see how to do that, below).

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IMPORTANT!!: — TO PASS: — READ THIS:

Correct citations and correct page numbers and correct bibliography are required to PASS the essay: — Even if you do not quote, you must still correctly cite your sources in your essay, including correct page numbers from The American Promise textbook for terms, and correct page numbers from Reading the American Past or Handout Set (in Files in Canvas) for document readings. See the section on Quoting and Citing for how to cite, further down, below. And see requirements, below.

BIBLIOGRAPHY: — AT END OF PAPER:

— Make sure to include: — the publication date (year) and edition number (6th, 7th, 8th, or 9th) for The American Promise textbook on your Bibliography page (Works Cited page) at the END of your Final Paper (Final Exam). — And state if it is the Value edition, or the Regular edition, of The American Promise textbook. — Also include in your Bibliography page (Works Cited page) the assigned source for the document used in your paper.

— For the link to examples of how to do a Bibliography: — Please scroll down on the Outline for Final Instructions page to see #6 (“Helpful Website Links — Writing a Paper & Bibliography”) on that Instructions page, and click on the link for the Chicago Manual of Style, and then click on “Go to Notes and Bibliography Style” and then scroll down on that page to see examples of Bibliography entries.

— If you do NOT have a legitimate and correct Bibliography page (Works Cited page) for the Final Paper (Final Exam), then that is minus 20%!

— Bibliography ONLY can be by itself on a 5th page.

— However, the actual paper has a 4-page limit.

— Follow the 4-page limit above for the actual paper!

— ONLY the Bibliography can be on a 5th page.

— Keep reading, below . . . . . .

CITATIONS: — (MUST Use In-Text Citations WITHIN the Paper):

—– To pass the Final Paper (Final Exam), you must cite correctly (assigned sources and page numbers).

—— If you do NOT cite ANY assigned sources (correctly) OR you do NOT have ANY correct page numbers, OR you are missing all citations OR all page numbers, then Final Paper (Final Exam) = 0/F.

—— And if 50% of your citations OR page numbers are wrong (or “made up”) or missing, then that is minus 50% on the Final Paper (Final Exam). — Other percentages of missing or wrong citations or page numbers will be weighted in a similar proportional manner with regard to the grade.

—— For examples of how to do in-text citations within your paper: — Please scroll down on the Outline for Final Instructions page to see #5 (“Quoting and Citing”) on that Instructions page to see examples of how to cite within your paper.

—— Also, if you do NOT have a legitimate and correct Bibliography page (Works Cited page), then that is minus 20%!

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Outline is worth 20 points out of the 200 points on the final paper.

The Outline is designed to help you write a well-organized and well-argued paper.

To receive full credit for the Outline, make sure that you are following all of the requirements, below.

— OUTLINE needs to be on 1 (ONE) page (or 2) so that you can see the entire road map of your paper, to see the logical flow of your paper, and to make sure that all of your evidence examples support your main argument. If your Outline runs over onto 2 pages, that is o.k., but try to keep it to 1 page.

— OUTLINE must be a bullet-point outline, or you can use dashes — like I do in the Outline, below. Make it a brief Outline, to the point, so you can see the plan for your paper. The OUTLINE is NOT a draft; a draft comes later. NO credit for outline if you just turn in an additional copy of your paper or something almost the same as, or very similar to, large portions of your paper; that is obviously NOT evidence that you did an OUTLINE ahead of time.

— You can obviously change your Outline later, as you write your paper and decide which evidence best supports your main argument. You might also change your main argument, if you find that the evidence leads you in a different direction than what you originally started out with.

— Plagiarism / Copying = 0/F: — Academic Integrity — College Policy: — YOU MUST do YOUR OWN WORK. This requirement to do your own work is part of the De Anza College academic integrity policy and is in the syllabus and is in place to make the process fair to students doing their own work. Do NOT copy from a book, article, website, or from any other source, or from another student or any other person; doing so, or allowing others to do so, will result in a 0/F on the Outline. This same policy applies to the final paper, as per the syllabus.

Technology: — Students are responsible for ensuring that they are using the most recent version of their internet browser and have other technology prepared and working within Canvas before uploading their work. — Excuses such as “My internet stopped working,” does not qualify as an emergency. (After teaching online for several years, I have heard all such sketchy excuses before, and they usually occur about 5 minutes before the paper is due, by people who have procrastinated, and it’s not fair to the students who turn in their work on time.) Therefore, do not wait until the last minute to upload the paper. You must have a backup plan at a friend’s place or neighbor’s place who has wi-fi or you can use free wi-fi at a public library (including some libraries where the wi-fi extends into the parking lot), or other such sources of wi-fi, and plan this out ahead of time.

To practice uploading a paper using Turnitin within Canvas: >> Help in Black Left menu in Canvas, >> Canvas Resource Library for Students, >> Sample Canvas Course, >> click on Go to the Course, >> Assignments, >> Turnitin Assignment.

Digital Receipt Printout — Print this for yourself to ensure that you have evidence of uploading your work. This Digital Receipt can be printed immediately after uploading your work into the Canvas assignment (using Turnitin INSIDE Canvas). The Digital Receipt can also be printed from the student’s Assignment or Exam page in Canvas, by clicking on the specific Assignment / Exam, and then look under “Options” or click on the small icon on the far right side of that page (hover over the icon to see “Digital Receipt”) and then download and print a receipt.

Students are also responsible for making sure that there is evidence of their submission date and time and file on their student Assignment page.

The Extra Credit assignment will be available in the Extra Credit uploading page on:

— Thur. Mar. 26th, at 9:00 am.

GOOD LUCK with the work on your paper.

I look forward to seeing your Outlines. 🙂

Please feel free to email me or call me during office hours with any questions.

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1. OUTLINE — (and Final Paper)

—— MUST INCLUDE ALL BELOW:

What is below is also the paper assignment.

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— Put Your Full Name (& Nickname), and HIST 17A, and Section # (ends in Z), and Due Date with Year, in Heading

1st paragraph Plan: — Make a practice main argument for your introduction that specifically answers the assignment about the extent to which the American Revolution was revolutionary, or not? (or only partially?). And explain why (why was it revolutionary, politically, or not, and/or in other ways, or not?). There are different ways of answering this assignment, based on the evidence that each student uses.

— At then end of your first paragraph, explain why this issue is historically significant, or still important, today. Use a specific current event (a U.S. event on the news in the past 1 or 2 years) to help explain the historical significance and ongoing impact today in the U.S. of an issue from the past history.

2nd paragraph Plan: Reasons for Revolution (and if revolutionary, or not)

— 1st example from document: — Analyze specific grievance (from Decl. Indep. or Common Sense) and if revolutionary or not.

— 2nd different example from document: — Analyze specific grievance (from Decl. Indep. or Common Sense) and if revolutionary or not.

(You must use the assigned document version in Reading the American Past if using “Common Sense.”)

(The Declaration of Independence is in the back of The American Promise textbook.)

— 2 examples of terms from Week 7 on syllabus (1 term from Ch. 6 and 1 term from Ch. 7) in The American Promise: — Analyze how the 2 terms show if reasons for revolution were revolutionary or not.

— For your OUTLINE: — Use a short brief phrase after each one of these examples, above, regarding how the example supports your main argument. — NOTE: In your PAPER: The terms you need to define with specifics, based on the The American Promise textbook information, but make sure to use your own words to explain what the terms mean, and in your paper make sure that you analyze the terms and document(s) to support your main argument.

3rd paragraph Plan: Creation of New Government (and if revolutionary, or not)

— 1 example from document: — Analyze specific example of new government (Warren or Manning) and if revolutionary or not.

(You must use the assigned document version in Reading the American Past or Handouts Set.)

— 1 example from the U.S. Constitution (interior articles and NOT the preamble): — Analyze specific example of new government in U.S. Constitution and if revolutionary or not.

— 1 example from the Bill of Rights (from Amendments 1 – 10): — Analyze specific example of new government in Bill of Rights and if revolutionary or not.

(The U.S. Constitution and Bill of Rights are in the back of The American Promise textbook.)

— 1 example of term from Week 9 on the syllabus (in Ch. 8) in The American Promise: — Analyze how the 1 term shows if a specific example of new government was revolutionary or not.

— For your OUTLINE: — Use a short brief phrase after each one of these examples, above, regarding how the example supports your main argument. — NOTE: In your PAPER: The terms you need to define with specifics, based on the The American Promise textbook information, but make sure to use your own words to explain what the terms mean, and in your paper make sure that you analyze the term, document, U.S. Constitution, and Bill of Rights to support your main argument.

4th paragraph Plan: Impact on Various Groups (and if revolutionary, or not)

(make sure to analyze for at least 2 groups, and analyze re: gender, race, class issues < at least 2 of those)

— 1 example from document (Abigail Adams or Boston King): — Analyze how 1 document example (from Adams or King) shows if impact for a group was revolutionary or not.

(You must use the assigned document version in Reading the American Past or Handouts Set.)

— 1 example from the film, “Mary Silliman’s War”: — Analyze how the film shows if impact for a group was revolutionary or not.

— 1 example of term from Week 10 on the syllabus (in Ch. 9) in The American Promise: — Analyze how the 1 term shows if impact for a group was revolutionary or not.

— For your OUTLINE: — Use a short brief phrase after each one of these examples, above, regarding how the example supports your main argument. — NOTE: In your PAPER: The terms you need to define with specifics, based on the The American Promise textbook information, but make sure to use your own words to explain what the terms mean, and in your paper make sure that you analyze the term, document, and film to support your main argument.

5th Paragraph Plan:

— Restate your practice main argument in an interesting way in your conclusion.

— Also restate why the history is significant, or still important, today. — To help do this, restate how the current event (a U.S. event on the news in the past 1 or 2 years) — that you mentioned in your 1st paragraph — helps reveal the historical significance and ongoing impact of the history today in the U.S.

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2. EVIDENCE REQUIRED for OUTLINE and FINAL PAPER:

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4 examples from primary source documents, 4 terms (see above), plus Constitution, Bill of Rights, and 1 film example from “Mary Silliman’s War.”

Do not use terms that are the same as your primary source documents (no double counting); show your knowledge of the material.

— Put in black bold font the names of your documents, terms, and film in your paper — ONLY bold in black the names of the evidence (name of document or author, name of terms, name of film), NOT the sentence. This will help you to make sure that you have everything, and it also helps me to see the evidence in your typed paper, and to grade faster, and get the grades in more quickly.

See the final paper assignment, above, and on last page of the syllabus.

To receive credit, you MUST use the assigned readings, including The American Promise textbook chapters, and the assigned versions of documents in Reading the American Past and/or the Handout Sets in Files in Canvas.

— In your paper, you MUST use correct page numbers in citations from the assigned readings for your 4 terms (on syllabus from the relevant weeks and in The American Promise textbook chapters) and for your 4 document examples from Reading the American Past and/or the Handout Set(s) in Files in Canvas. — (If you are using the Declaration of Independence for one of your document examples in the 2nd paragraph of the paper, then cite a page number from the Appendix in the back of The American Promise textbook.) — See more information about required formatting for citations, in Quoting and Citing section, further down, below.

— Accurate Evidence: — You must use accurate evidence and citations, and correct page numbers, from the assigned sources in order to receive credit. — In a court of law, as you may know, falsifying evidence can result in severe penalties. — Therefore, it’s very important for students to learn and follow the rules of presenting accurate evidence and to follow the academic integrity policy of De Anza College. — See additional information, below, for help in doing so.

See Exam Information on Syllabus p. 2-3 as well as following guidelines provided in class for exams.

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2.5 FINAL PAPER REQUIREMENTS for UPLOADING:

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PAPER DUE DATE and CANVAS / TURNITIN REQUIRED to Pass

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— TO PASS: Students must upload their final paper on the correct Final Exam page in

Canvas for this course, using Turnitin INSIDE Canvas, during the following

days and times:

FINAL PAPER MUST BE UPLOADED DURING THESE TIMES:

— from Fri. Mar. 27th (9:00 am), until Sat. Mar. 28th, by 11:59 pm.

AFTER THAT, it will be minus 1 point for every 1 minute late,

after a 10-minute grace period.

That policy is to be fair to students who turn in their paper on time.

All students must upload the FINAL, by the deadline, or it is an F in the COURSE,

as per the syllabus. It is also a college policy that students are responsible for taking

(in this online class uploading) the final exam/final paper as scheduled in the course.

ABSOLUTELY NO EXCEPTIONS TO THAT POLICY!!

You will have had 9 days to work on the final paper.

The final paper assignment instructions are on this page, above.

And with 2 days to upload the final paper, there should be NO late papers!

Plan ahead and have a backup plan.

Do NOT wait until the last minute to upload! Late policy above will apply, to be

fair to students who turn in the work on time.

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CONSULTATIONS for FINAL PAPER

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— Students will also be able to call me for consultations during office hours

about the paper, including in Week 11, and on days before the final is due,

during Week 12 (finals week). (408) 864-8305.

See Office Hours module at top of homepage for days and hours and recent email to the class.

If you can not make the office hours, then we could potentially schedule an appointment with

at least two days advance notice for another different time.

I would like to see all students do well, so please contact me with any questions.

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3. PAPER FORMATTING — REQUIRED:

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REQUIRED to avoid LOSS of POINTS on PAPER:

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— Put Your Full Name (& Nickname) at very TOP of your first page.

— Under your name, put: HIST 17A, and Section # (ends in Z).

— Then under the class, put the full Date: Month and Day, and Year.

— Double-space your papers. (NOT 1.5). DOUBLE – SPACE.

— 1-inch margins on all sides: — right, left, top, bottom.

— Use only .pdf or .docx files. NO links. Unreadable or incorrect file or location = 0/F.

— 4 pages MAX. (To grade all students on same amount of work.)

— Page limit is also to prevent rambling and to help focus the paper.

— Bibliography ONLY can be on its own additional page after the paper.

— Standard readable 12 point black font. (NOT 11, NOT 10).

— Put Page Numbers (for the paper) in top right corners of each page.

– Have a TITLE for your paper which reflects your main argument.

— Underline your title and center your title above your first paragraph.

— Use in-text citations WITHIN the paper to cite your sources.

— See Quoting and Citing, in part #5 of these instructions, below.

— Use a Bibliography, or Works Cited page, at the end of your paper.

— Follow Chicago Manual of style (free, online manual) for Bibliography.

— See part #6 of these instructions, below, to find Bibliography examples.

— See link, below, in section called “Helpful Websites,” further down.

— Put in black bold font the names of your documents, terms, and film in your paper — ONLY bold in black the names of the evidence (name of document or author, name of terms, name of film), NOT the sentence. This will help you to make sure that you have everything, and it also helps me to see the evidence in your typed paper, and to grade faster, and get the grades in more quickly.

— How to Double Space: — If you are using Word, then, in the Menu at top of screen, click on “Format,” and then click on Paragraph, and then when the box appears, under Indents and Line Spacing, look for Spacing, and then set Line Spacing to “Double.” (NOT 1.5). DOUBLE. For Double-spaced. And then click on “OK.” (You may need to highlight your selection of text in document.) — If using another word processing program, then search on the internet for the instructions “how to double space” (and add the name of your word processing program, or Google Docs, or whatever you are using), and you will find out how to do it.

— How to Insert Page Numbers: — If you have Word, then, in the Menu at top of screen, click on “Insert,” and then scroll to Page Numbers, and click on that. Then, when the box appears, under “Position,” select “Top of Page (Header),” and under “Alignment,” select “Right.” And then, click on “OK.” — If using another word processing program, then search on the internet for the instructions “how to insert page numbers” (and add the name of your word processing program, or Google Docs, or whatever you are using), and you will find out how to do it.

— It is hard to grade papers and write comments (especially in Canvas, but also on regular paper) when students don’t double-space and don’t put page numbers. Double-spacing is easier to read and allows instructors to insert comments between lines and more easily keep track of points. Page numbers allow instructors to refer back to other points or issues in a student paper and provide better feedback and also to keep track of where they are in grading your paper and thus get the grades recorded more quickly in Canvas so students can see their grades. Standard 12 point font helps your professor to read papers more easily, especially when grading hundreds of papers per year.

— In addition, at the university level and in the professional world, papers are double-spaced and have page numbers in top right corners, and have standard 12 point font, so students need to learn and practice this format for future success.

The rest of the Paper Instructions are below.

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4. MORE TIPS & REQUIREMENTS for DOING WELL:

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The paper instructions are higher up, above, under requirements for the Outline, in the section called: ” 1. Outline (and Final Paper) must include all below.”

— Final paper: The PAPER assignment is 4 pages MAX. It is fine to go over just a little (1 or 2 lines) on the 5th page. It is also fine for the paper to be 3 pages, as long as you fully answer the specific assignment. The goal is quality of analysis, and NOT quantity. The page limit is to prevent rambling. Your paragraphs must NOT be longer than 3/4 of a page, or 1 page at most. If you are going longer than that, it will be necessary to create a new paragraph. You can have more paragraphs in your paper. The assignment is a guide for the minimum number of paragraphs, but stick to the 4 pages MAX, to avoid losing points. The goal is to have all students graded on the same amount of material. Avoid listing everything you know about the American Revolution; that is NOT the assignment. Instead, answer the specific assignment and write a focused paper with a clear main argument supported by the required evidence examples and your analysis of how the evidence supports your main argument. Read your paper out loud to yourself to see if it is convincing to your audience. Pretend you are a lawyer in the courtroom and you are trying to convince the jury.

— Paper assignment instructions are on this page and also in syllabus, p. 2: — A 4-page typed analytical paper on a significant issue in American history (based on material in Weeks 7, 8, 9 10), using the assigned course readings (primary and secondary sources), quotations, and citations. The paper assignment will be due as stated above and is considered to be the final exam. NO late papers. Failure to upload the paper on time (NO emailed papers) means an F in the course. Students must submit paper on the correct Final Exam page in Canvas for this course using Turnitin INSIDE Canvas by the due date & time; failure to do any of these or ANY plagiarism will result in F/0 on the paper and an F in the course. Please see me for help or with any questions.

— Make sure to use a topic sentence for each paragraph. A topic sentence states the main point of your paragraph, so that the reader knows what your paragraph is about and what it is trying to prove. All of your topic sentences (one for each paragraph) need to work together to support the main argument of your entire paper. In your Intro. paragraph, the topic sentence of course will be the main argument sentence (thesis statement) for your entire paper, answering the assignment.

— Written analysis grading standards are summarized on p. 3 of the syllabus, under “Grading Scale” and are also listed in more detail here: In essay format, make a specific and clear main argument which answers the assignment, fully complete the assignment using specific required evidence which supports your main argument, and use college-level writing and historical analysis.

— Each paragraph needs to have at least 3 sentences, which is standard for college-level and professional work. Of course you can have more sentences (and more paragraphs), but stick to the page limit of 3 pages.

— You MUST use correct page numbers in citations from the assigned readings for your 4 terms (on syllabus from the relevant weeks and in The American Promise textbook chapters) and for your 4 document examples from Reading the American Past and/or the Handout Set(s) in Files in Canvas. (If you are using the Declaration of Independence for one of your document examples in the 2nd paragraph of the paper, then cite a page number from the Appendix in the back of The American Promise textbook.) See more information about required formatting for citations, below . . . .

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5. QUOTING and CITING:

— Citations and Page Numbers from Assigned Sources are Required in Paper.

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Accurate page numbers with citation of assigned sources will be required in the paper. See those required assigned sources in section above, where it says, “You MUST use correct page numbers in citations from the assigned readings . . . .” Do not use internet sources. Do not use websites. — Due to Covid-19 upheavals, quotations will NOT be required for this paper, although you can use short quotations if you would like to. — However, do NOT use long quotes for your examples, or you will lose points; this policy is to avoid the issue of students cutting and pasting from the web or other sources and NOT doing their own work. Most of the examples need to be in your own words (and NOT quoted material) to show your understanding of the material. In addition, ALL of the analysis needs to be in your own words. Do NOT copy or commit plagiarism from any book, article, website, or other source, or another student, or allow others to do so; doing any of those things will result in a 0/F on the paper. All students MUST do their own work.

You must cite correct page numbers for your evidence examples in your paper (for documents and terms).

EXAMPLES:

Cite like this at the END of your sentence:

NOTE: The period only goes after the citation and NOT in front of it.

That way, the reader knows that a citation goes with a sentence.

Example:

Thomas Jefferson signed the Declaration of Independence (Roark, The American Promise, p. 999).

CITATION FORMATTING:

For the Textbook:

(Roark, The American Promise, p. 176).

For the Documents book:

(Johnson, ed., Reading the American Past, p. 23).

For the Handout Set:

(in Handout Set, p. 8).

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6. HELPFUL WEBSITES — WRITING, & BIBLIOGRAPHY:

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——- NOTE: Please cut and paste the links into your browser if they don’t work.

WRITING A PAPER:

— How to Avoid Plagiarism / How to Paraphrase / General Writing Help

— How to Quote a Source / How to Introduce Quotes / How to Cite

The website, above, is from the University of Wisconsin Writing Center.

BIBLIOGRAPHY FORMAT:

— Click on the blue link, below, for the Chicago Manual of Style (used by historians):

— Chicago Manual of Style — For Bibliography Format — at END of Paper

— (but for citations, use in-text citations, within the paper, per examples above):

— TO SEE EXAMPLES OF BIBLIOGRAPHY FORMAT:

—– After clicking on the link, below:

—– Go to Notes and Bibliography Stye page, and scroll down to see Bibliography entries:

—– Follow the Bibliography formatting that you see there in the examples:

Chicago Manual of Style website, in link, below:

Links to an external site.

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7. EXTRA CREDIT (optional)

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Extra Credit assignment will be available in Extra Credit uploading page on:

Thur. Mar. 26th, at 9:00 am.

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HOW TO UPLOAD YOUR OUTLINE:

UPLOAD YOUR ASSIGNMENT into Turnitin INSIDE Canvas, below.

See Instructions below.

Go to “Upload Submission” button, below these instructions, to upload your assignment.

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HOW TO USE TURN-IT-IN inside CANVAS:

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1. Upload Submission — click on that — see button, below.

2. Next to “Submission File” — Click on “Browse”

3. Select your file from your computer from the list that comes up

4. Click on “Open” button (probably in lower right corner)

5. Then click on “Upload and Review”

6. Click on “Preview Submission” (in lower left corner) to check that your file is correct

7. Then, click on “Close Preview,” AND THEN, click on “Submit to Turn-it-in”

8. You should receive a brief message on screen = “Submission Complete” / wait 10 seconds

9. Then you will see your assignment that was uploaded, and make sure to review it, etc.

10. Print Digital Receipt (under “Options” or click on square icon on far right side / hover over it to see “Digital Receipt”).

The student is responsible for confirming that their assignment is showing as uploaded with date and time on their student assignment page.

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If you are receiving an ERROR message in Turn-it-in, then do the following:

1. Make sure that you are using the latest version of Firefox.

2. Firefox is free to download — and make sure that it is the real Firefox from Mozilla.

3. CLEAR your BROWSER HISTORY (all) and cache (all) before starting.

4. Turn the computer off and back on again before trying to upload your paper.

5. If that still doesn’t solve your problem, then go to Canvas Chat in Help in the left menu (black) in Canvas.

6. You may also wish to double check the Turnitin and Canvas instructions, above.

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Upload Assignment using Turnitin INSIDE Canvas:

See Upload button, below.

reflection will ask you to summarize what youve learned from the course in a more personal way. It will be an opportunity for you to express which of the thinkers or ideas we discussed made you think differently, act differently, or take a new stance on something. This reflection will be due at the end of the semester, but you should be preparing it as we move through the course.

My suggestion would be to keep a sort of running journal during this class of questions that came up for you, discussions that made you think further about something, topics that bothered you or were hard to keep an open mind about, etc.

Week 1: What is Philosophy

Early philosophers asked what the world is really made of and whether there is order behind change. Why do you think humans across cultures begin by asking these kinds of questions? What questions about reality or meaning have you wondered about, even as a child?

I think philosophy as a whole especially in the way it has been covered in these first readings/video can only appear in a society in which the people have time to think. Downtime from other activities and have stories which talk about the start of existence or life itself. I think people across so many cultures start asking kinds of questions like “what makes us alive?” or “do we have a soul?” is because we as humans want to know, just in general and with mythology back in the days of Thales and Anaximander it certainly would push people to think on why our world works as it does and if there is order in what we perceive many times as chaos. I think the fact that atoms where even thought about as an answer so long ago is very jarring and impressive also interesting that Thales theory on water being everything is somewhat accurate in the sense of how important water is for many things in this world. I as a child wondered what was the point of life and what is its meaning. Also why space is so dangerous and honestly how outer space as a whole works and its purpose.

Week 2

What to make of change?

This week, we learned that two of the Presocratics we are studying, Heraclitus and Parmenides, have very different views about “change.” Heraclitus says everything is always changing while Parmenides says change is impossible. Which view feels closer to your experience and why?

Heraclitus demonstrates his accuracy to me when I evaluate my daily existence. My entire environment undergoes continuous transformation. My little sister is growing taller every year. The way I connect with my friends has changed since my middle school days. My mental state experiences daily transformations. I experience two distinct moods in the morning because I either wake up feeling happy or I experience unexplained stress. The experience of existence maintains continuous progress. I understand Heraclitus because he said you cannot step into the same river twice. The water maintains its continuous flow which mirrors the passage of time. Parmenides asserts that change cannot occur yet this assertion seems illogical. I would still remain in my childhood if nothing at all changed. I believe that all living beings must undergo transformation throughout their existence.

Week 3

Moral Courage and Questioning Authority

Socrates believed questioning authority was a moral duty. When, if ever, is it risky to do so? When, if ever, is it necessary to do so?

I believe that it is a moral duty to question authority especially in a democracy. I do also think that it is risky to do so in just about any case as the ones you will be questioning by definition will have authority and power which means your livelihood and possibly even your life itself could be in danger. Like we saw with Socrates. I believe that it is necessary all the time to keep an eye on authority and how it is used, otherwise tyrants can easily find their way to making their authority absolute. As for questioning it to the level socrates did, I believe there comes a point in which if the authority is directly going against it’s own rules which it has out in place then it would be necessary for all to question and try to make changes to the authority.

Week 4

Knowledge and Reality

After reading/watching The Allegory of the Cave, what are some “caves” people live in today? Social media, culture, fear, traditions? What makes it hard to recognize them? What makes it hard to leave them?

There are many caves that exist in our modern world and society, I think the easiest one to point out would be the internet/social media and the obsession with getting attention, likes, engagement, and the overall addiction many have to it. Another would be culture or similarly what others think of you. Such “caves” can be very hard to recognize because many times adhering or even changing yourself because someone you look up to or your culture tells you too feels natural and with social media since everyone is on it and it brings joy and excitement to all it also feels natural. These kinds of caves go unnoticed and can easily be viewed as simply part of life and when one realizes that it is a cave something that has become basically second nature can be extremely hard to drop, and most times people would say that leaving them made them feel hollow or that they felt more free in the cave. Many things which seem “real” or “natural” can be a “cave” and that is what makes them so hard to see and so hard to escape from, and even harder to drag one out of.

Week 5: Plato on Virtue and Education

In Meno, Plato asks whether learning is actually a kind of recollection, i.e., remembering something the soul already knows.
In Phaedo, he connects this idea to a bigger claim that the soul exists beyond the body and may already have access to “truth.”

Do you think real learning is mostly about gaining new information, or about uncovering something deeper that was already in you like insight, awareness, or wisdom? It might help to give real life examples to explain your thoughts on this.

Platos theory shows that authentic learning needs students to develop their existing understanding through education. The actual process of learning combines two elements which entail students to learn fresh material while they discover more profound knowledge. A musician who learns scales will acquire new skills but later will use his ability to express emotions through music as if it had always been part of him. People who think about ethical problems will study ethical principles but will end up using their personal moral beliefs to make judgments. Education develops mental abilities but people achieve wisdom through life experiences which require them to question their surroundings and think deeply.

Week 6: Aristotle

Aristotle believed that many things in nature have natural purposes. For example, the purpose of the eye is to see, and the purpose of an acorn is to grow into an oak tree.

Consider the following question:

1. Do you think things in nature really have built-in purposes, or are purposes something humans project onto the world?
2. Can you think of examples from nature that seem to support Aristotles idea of final causes?
3. How might someone today argue againstAristotles view?

1. I think that somethings do have built in purposes. A perfect example would be many of the plants on Earth. A Venus fly trap has the built in purpose of “eating” whatever flys into its mouth-like head(s) a tree has the built in purpose of growing and sometimes bearing fruit and no matter what, producing oxygen. There are definitely many things which either we as humans have given purpose, like any animal we have domesticated and made a pet/cattle and many things which have projected purposes onto, like space being the final frontier.

2. Examples from nature that support Aristotle’s final cause idea would be growth of plant life is the final cause of rain and photosynthesis. And that death is the final cause of life as to live is to inevitably die.

3. One may argue against Aristotle’s view by using the theory of evolution, claiming that nothing really has a natural cause and that instead it is the very long process of selecting genes and functions for inheritance to help organisms best survive the environment they inhabit.

Week 7: Aristotle and Ethics

Aristotle believes that human beings should strive for virtue in order to achieve eudaimonia, or “human flourishing.” He also believes that the best friendships are based on virtue, meaning both people admire the good character of the other. Do you agree?

Is it possible to be a truly good friend to someone if that person behaves badly or has poor character? Should friendship include loyalty even when a friend is doing something wrong? What would Aristotle say a virtuous person should do when a friend behaves contrary to virtue?

Feel free to use examples from your own life. I’m sure we’ve all had friendships where we’ve struggled to know how to be a “good friend.”

Friendship means more than spending time together. I think a good friendship should help both people become better. The idea that people should try to live with virtue makes sense to me. People who show honest and kind and fair behavior become easier to trust. Friends who honor each other’s virtuous qualities create a strong friendship bond. However, real life is not always perfect. A friend sometimes shows inappropriate behavior. I have seen this happen in school when someone lies or treats others unfairly. The situation becomes difficult because the right course of action remains uncertain. Good friendship requires you to support your friend while you tell them to stop acting wrongly. A good friend needs to speak their mind while helping others return to their correct path according to my belief. The main priority should be helping a friend grow their loyalty according to my perspective.

Read the essay provided below. Then, reconstruct the outline you think that the writer has initially used to write this essay. Identify the position the author takes, the arguments that the writer makes and how they are supported, the logical fallacy of the counterargument, and the rebuttal.

reflection will ask you to summarize what youve learned from the course in a more personal way. It will be an opportunity for you to express which of the thinkers or ideas we discussed made you think differently, act differently, or take a new stance on something. This reflection will be due at the end of the semester, but you should be preparing it as we move through the course.

My suggestion would be to keep a sort of running journal during this class of questions that came up for you, discussions that made you think further about something, topics that bothered you or were hard to keep an open mind about, etc.

Week 1: What is Philosophy

Early philosophers asked what the world is really made of and whether there is order behind change. Why do you think humans across cultures begin by asking these kinds of questions? What questions about reality or meaning have you wondered about, even as a child?

I think philosophy as a whole especially in the way it has been covered in these first readings/video can only appear in a society in which the people have time to think. Downtime from other activities and have stories which talk about the start of existence or life itself. I think people across so many cultures start asking kinds of questions like “what makes us alive?” or “do we have a soul?” is because we as humans want to know, just in general and with mythology back in the days of Thales and Anaximander it certainly would push people to think on why our world works as it does and if there is order in what we perceive many times as chaos. I think the fact that atoms where even thought about as an answer so long ago is very jarring and impressive also interesting that Thales theory on water being everything is somewhat accurate in the sense of how important water is for many things in this world. I as a child wondered what was the point of life and what is its meaning. Also why space is so dangerous and honestly how outer space as a whole works and its purpose.

Week 2

What to make of change?

This week, we learned that two of the Presocratics we are studying, Heraclitus and Parmenides, have very different views about “change.” Heraclitus says everything is always changing while Parmenides says change is impossible. Which view feels closer to your experience and why?

Heraclitus demonstrates his accuracy to me when I evaluate my daily existence. My entire environment undergoes continuous transformation. My little sister is growing taller every year. The way I connect with my friends has changed since my middle school days. My mental state experiences daily transformations. I experience two distinct moods in the morning because I either wake up feeling happy or I experience unexplained stress. The experience of existence maintains continuous progress. I understand Heraclitus because he said you cannot step into the same river twice. The water maintains its continuous flow which mirrors the passage of time. Parmenides asserts that change cannot occur yet this assertion seems illogical. I would still remain in my childhood if nothing at all changed. I believe that all living beings must undergo transformation throughout their existence.

Week 3

Moral Courage and Questioning Authority

Socrates believed questioning authority was a moral duty. When, if ever, is it risky to do so? When, if ever, is it necessary to do so?

I believe that it is a moral duty to question authority especially in a democracy. I do also think that it is risky to do so in just about any case as the ones you will be questioning by definition will have authority and power which means your livelihood and possibly even your life itself could be in danger. Like we saw with Socrates. I believe that it is necessary all the time to keep an eye on authority and how it is used, otherwise tyrants can easily find their way to making their authority absolute. As for questioning it to the level socrates did, I believe there comes a point in which if the authority is directly going against it’s own rules which it has out in place then it would be necessary for all to question and try to make changes to the authority.

Week 4

Knowledge and Reality

After reading/watching The Allegory of the Cave, what are some “caves” people live in today? Social media, culture, fear, traditions? What makes it hard to recognize them? What makes it hard to leave them?

There are many caves that exist in our modern world and society, I think the easiest one to point out would be the internet/social media and the obsession with getting attention, likes, engagement, and the overall addiction many have to it. Another would be culture or similarly what others think of you. Such “caves” can be very hard to recognize because many times adhering or even changing yourself because someone you look up to or your culture tells you too feels natural and with social media since everyone is on it and it brings joy and excitement to all it also feels natural. These kinds of caves go unnoticed and can easily be viewed as simply part of life and when one realizes that it is a cave something that has become basically second nature can be extremely hard to drop, and most times people would say that leaving them made them feel hollow or that they felt more free in the cave. Many things which seem “real” or “natural” can be a “cave” and that is what makes them so hard to see and so hard to escape from, and even harder to drag one out of.

Week 5: Plato on Virtue and Education

In Meno, Plato asks whether learning is actually a kind of recollection, i.e., remembering something the soul already knows.
In Phaedo, he connects this idea to a bigger claim that the soul exists beyond the body and may already have access to “truth.”

Do you think real learning is mostly about gaining new information, or about uncovering something deeper that was already in you like insight, awareness, or wisdom? It might help to give real life examples to explain your thoughts on this.

Platos theory shows that authentic learning needs students to develop their existing understanding through education. The actual process of learning combines two elements which entail students to learn fresh material while they discover more profound knowledge. A musician who learns scales will acquire new skills but later will use his ability to express emotions through music as if it had always been part of him. People who think about ethical problems will study ethical principles but will end up using their personal moral beliefs to make judgments. Education develops mental abilities but people achieve wisdom through life experiences which require them to question their surroundings and think deeply.

Week 6: Aristotle

Aristotle believed that many things in nature have natural purposes. For example, the purpose of the eye is to see, and the purpose of an acorn is to grow into an oak tree.

Consider the following question:

1. Do you think things in nature really have built-in purposes, or are purposes something humans project onto the world?
2. Can you think of examples from nature that seem to support Aristotles idea of final causes?
3. How might someone today argue against Aristotles view?

1. I think that somethings do have built in purposes. A perfect example would be many of the plants on Earth. A Venus fly trap has the built in purpose of “eating” whatever flys into its mouth-like head(s) a tree has the built in purpose of growing and sometimes bearing fruit and no matter what, producing oxygen. There are definitely many things which either we as humans have given purpose, like any animal we have domesticated and made a pet/cattle and many things which have projected purposes onto, like space being the final frontier.

2. Examples from nature that support Aristotle’s final cause idea would be growth of plant life is the final cause of rain and photosynthesis. And that death is the final cause of life as to live is to inevitably die.

3. One may argue against Aristotle’s view by using the theory of evolution, claiming that nothing really has a natural cause and that instead it is the very long process of selecting genes and functions for inheritance to help organisms best survive the environment they inhabit.

Week 7: Aristotle and Ethics

Aristotle believes that human beings should strive for virtue in order to achieve eudaimonia, or “human flourishing.” He also believes that the best friendships are based on virtue, meaning both people admire the good character of the other. Do you agree?

Is it possible to be a truly good friend to someone if that person behaves badly or has poor character? Should friendship include loyalty even when a friend is doing something wrong? What would Aristotle say a virtuous person should do when a friend behaves contrary to virtue?

Feel free to use examples from your own life. I’m sure we’ve all had friendships where we’ve struggled to know how to be a “good friend.”

Friendship means more than spending time together. I think a good friendship should help both people become better. The idea that people should try to live with virtue makes sense to me. People who show honest and kind and fair behavior become easier to trust. Friends who honor each other’s virtuous qualities create a strong friendship bond. However, real life is not always perfect. A friend sometimes shows inappropriate behavior. I have seen this happen in school when someone lies or treats others unfairly. The situation becomes difficult because the right course of action remains uncertain. Good friendship requires you to support your friend while you tell them to stop acting wrongly. A good friend needs to speak their mind while helping others return to their correct path according to my belief. The main priority should be helping a friend grow their loyalty according to my perspective.

**** you need 1 page writing and hand made paper mask NOT a picture from the internet.

Diversity Mask Assignment

This assignment gives you the opportunity to be creative and complete a hands-on project-something a bit unusual in an online class. I am posting the details in advance so that you can think about what you plan to do and give you time to collect the materials.

It is important that you do not begin working on your mask too far in advance because the mask is an assignment that shows what you have learned in this class and what topics and concepts made a strong impact on you.

Read the assignment format below carefully and post any questions you may have in the Teacher’s Lounge discussion forum.

When the masks are complete, I will create a discussion forum for you to share what you have created with your learning community.

Mask Assignment format:

1) Use our Glossary of Terms to determine the words and concepts that have been meaningful for you to decide what you want to use as the symbolism of your mask. Think about what you have read, what we have discussed and the supplemental materials you have viewed or read in the class.

2) Decide what you will use as the base for your mask. You may use paper mache’, a pre-formed mask that you purchase or recycle, or some other method. NO PAPER PLATE OR PAPER BAG masks will be allowed.

3) I suggest writing your minimum one-page description of what has been meaningful for you in this class first. Remember-wait until we have covered most of the material and you have done the majority of the readings.

Include in this information in your one-page write-up:

• How did you decide the topic(s) or concepts to symbolize on your mask?
• Why is this concept meaningful for you?
• Describe in detail how your mask symbolizes what you have learned about the topic(s) you selected-this may include color, images, texture of the mask, additional items attached, etc.
• How do you plan to take action in the area or topic you selected as most meaningful for you? How do you see yourself incorporating activities or interactions related to this topic in your current or future classrooms of young children?
• 4) Use your write-up to think about what you will add to your mask to symbolize your thoughts about your own learning and feelings on your mask.

Examples: If you found topics related to gender or sexism meaningful, this might be what you choose to focus on. If you learned many new terms and concepts, you might focus on these words. If bullying was important to you, you could use this topic. Your mask is a personal reflection of what you found meaningful in this class. It is 100% your own mask and it reflects what has been meaningful to YOU. I do not want to see masks made by you and your friends looking similar. I recommend using recycled and re-purposed materials to save money.

5) Use any available materials to symbolize your learning. Art is not always beautiful it is often used to shock or provoke thought on the part of the viewer. It can be collage mask with magazine images or words, it can be 3-D materials from nature or other 3-D materials. You may use paint, glue, paper, metal, etc.

This is NOT a project you would do with preschool children as it requires the ability to think deeply and abstractly. I do not want to see a project designed for children to do.

6) I DO expect you to take time to create a project that is well made, well thought out and thought provoking. I can tell if a mask has been made at the last minute.

7) IMPORTANT! When you have finished your mask, take several good photos of your mask with YOU in at least one of the photos. You are required to share the photos when you submit the assignment.

I hope you will enjoy the process of reflecting on what you have learned and thinking creatively to design a mask that reflects your experience.

This video is an example

This is the book (Im not sure if you can find free pdf)

Diversity in Early Care and Education; Honoring Differences, by Janet Gonzales-Mena, McGraw-Hill Higher Education (available on the NAEYC website) ISBN:

No More Boys and Girls-An Experiment in Gender Expectations-Part 1

• Both sexes of young children are equally strong
• Both boys and girls can excel in spatial tasks and sports with practice
• How we speak to children as a teacher and as a parent makes a difference to their self-esteem
• Girls at a young age see themselves as less capable than boys her own age
• Teachers need to deeply reflect on how they speak to children
• We as educators can make a big difference if we plan intentionally

These are longer videos than I usually share but they are very important. Both will review some of the same information at the beginning but they are different.

Be sure to watch both videos before responding to the discussion this week.

WHAT IS AGEISM?

In todays world run rampant, and biases based on age like ageism are becoming a more measurable problem. Ageism is the discrimination against an individual strictly on the basis of their age. Ageism is most often thought of as prejudice against older individuals, however there are forms of ageism that affect as well.

Ageism can appear in multiple areas of everyday life and take many forms. Ageism discriminatory practices can appear in the , the healthcare system, forms of marketing, and even online shopping.

Agist discrimination has negative consequences that range from salary impacts to health effects. Ageism can hurt your bank account, it can hurt your health. . It affects us all globally.

Ageism happens every second, every minute, every hour of every day and fighting it requires changing the rules of society.

Types of Ageism

There are many different types of ageism that can affect each and every one of us throughout the course of our lives. Some of them happen in the workplace, some within the healthcare system, and some are agist biases we self-inflict on ourselves. Below are some of the types of ageism experienced around the world.

Self-Inflicted Ageism

As we age we may start to think of ourselves differently, relying heavily on age as a factor of how we should live each day. We may look towards our age as the deciding factor of whether or not to hike a mountain, open a social media account or apply for a specific job.

By judging ourselves as a number, rather than how capable we are in each specific situation, we are self-inflicting a form of ageism that can be detrimental to our quality of life.

We have been programmed throughout of lives to judge ourselves, but its never too late to learn to push internal judgement aside.

Ageism in the Workplace

Ageism runs rampant in workplace settings. Just as we have been programmed from a young age to judge ourselves, we have also been taught it is okay to judge others. Its almost impossible to stop the split-second judgement people have about others, but it is possible to learn to take that judgement and slow down before acting upon it.

Our immediate judgement about someone at work may be that they are too old to be any help on a fast-paced project, or that they shouldnt be promoted because they should instead be thinking about retirement.

Instead of assuming your immediate stereotypes about those you meet are true, tell yourself that you must first get to know each person before you are allowed to act on those immediate beliefs. You will find a couple of different things happen.

First, you will find yourself interacting with a wider group of individuals at your organization. Second, you will find that your immediate biases about others are most often incorrect.

Studies have found that the more you interact with individuals at work that you normally would not, the more you will be working towards a solution to ageism.

Reverse Ageism

happens when younger generations are believed to be too young or inexperienced to be helpful, knowledgeable, or able to manage a situation or team. Often, these stereotypes are completely false.

Just as with typical ageism in the workplace against older individuals, younger individuals should have the same opportunity to prove who they truly are and what they are capable of before other peoples judgement about them is acted upon.

Contrary to what we have all been taught to believe, age is not typically a good judge of someones abilities. There are plenty of young CEOs and inexperienced managers who lead teams to major wins. Capability doesnt always go hand-in-hand with age.

Ageism in Hollywood

Ageism in Hollywood, or ageism in the media and press, is one of the most detrimental types of ageism because it changes how people around the world interact with one another. If you watch movies or TV shows, or read books that include multi-generations interacting together, you will most likely find that there are numerous negative stereotypes. These stereotypes include less-than-positive jokes aimed at older individuals and their competency to be able to handle common every-day situations, and that older generations should stay out of the way, and often off-screen for the majority of the entertainment.

This has a strong effect on how we all grow up. We are inundated with the belief that older individuals should not be present in our day-to-day lives, and that when they are they should be at the center of negativity and jokes. We are learning stereotypes about older individuals every time we turn on the television or watch a movie.

Many actors are working to put an end to negative age stereotypes in the media, but that road is a long one. As media viewers, we can help by understanding that the stereotypes we view on screen should not be internalized to ourselves or externalized onto others in our lives.

Ageism in Healthcare

There are numerous studies that show that certain countries around the world have adopted a bias about age. that kidneys that are deemed healthy enough to use in some countries for transplants are discarded in other countries because they are believed to be of too much of an advanced age. Even the medical field cant agree on the fact that age is just a number, and that individuals (and their organs) should be judged on capability, healthiness, and experience rather than simply their age.

There are many healthcare workers who fight every day to keep age as just a number, but that fight is a hard one. The more we can lessen ageism in places like the workplace and the media, the easier it will be to lessen it within the healthcare industry as well.

Ageism in Family

It can often appear to be an easy decision to make to send an older family member to live in a retirement community. However, many who fight against ageism believe that this perpetuates the stereotype that we should send away the older individuals in our communities because we believe them to be unfit to participate in day-to-day activities. There are many people who believe that retirement communities help breed ageism biases, because younger generations see their grandparents cast away to live elsewhere to be taken care of by others.

Studies suggest that if we interact more multi-generationally in our lives, we are less likely to participate in ageist thoughts and actions. Those who fight against retirement homes and communities believe that if those places did not exist, ageism would be less rampant around the world.

Access the link below, and you will see the information above. Scroll to the bottom for more information pages to explore.

Wholesome Families-Positive Change is Happening

Honeymaid Wholesome Families campaign shows a diverse range of different families. While there is so much divisiveness today in our political discourse, it is refreshing to see positive messages in our media about families we find in our communities today.

As an educator you will serve families that may be very different from your own. As a teacher it is your responsibility to support ALL families in your classroom community.

For a child, his family consists of the most important people in his or her life. We cannot support the education of a child without including our support for the child’s family.

Honeymaid received some negative comments from viewers for sharing

diverse family forms in their commercials. Because the company

received more positive than negative comments they commissioned

artists to create the companies response in the video below.

What do YOU think about their response?

Chapter 6-Differing Perspectives of Learning Through Play

Learning About Racial Identity and Fairness

Chapter 6 How young children begin to form a racial identity.

Many people assume we can identify a person’s race by their physical appearance. This is false. A person may be very dark-skinned and be from a Pacific Island nation, Latin American countries, India and Indonesia, or other places across the globe. So may variations on where people come from, even if they are dark skinned. Not all dark skinned people have African ancestry.

As we are seeing more and more inter-marriages, the children who are sometimes called mixed race, have more complicated issues to deal with when defining their race for themselves.

Often children who are from parents of different backgrounds and “races” say they were never fully accepted by the white or black/Latino etc. communities.

Children do notice skin color, very early on. Children want to talk about their physical characteristics and those of

their peers. We as teachers need to become comfortable talking about similarities and differences in a -matter -of -fact manner.

1. When we are able to talk about these human differences comfortably and answer children’s questions honestly and without hesitation we send positive messages about the diversity of human beings.

1. When children talk about race and differences, listen carefully and gently correct with explanations their misconceptions.

1. Never allow children to exclude others in play based on their identity, Always intervene and consider it teachablemoment.

**** you need 1 page writing and hand made paper mask NOT a picture from the internet.

Diversity Mask Assignment

This assignment gives you the opportunity to be creative and complete a hands-on project-something a bit unusual in an online class. I am posting the details in advance so that you can think about what you plan to do and give you time to collect the materials.

It is important that you do not begin working on your mask too far in advance because the mask is an assignment that shows what you have learned in this class and what topics and concepts made a strong impact on you.

Read the assignment format below carefully and post any questions you may have in the Teacher’s Lounge discussion forum.

When the masks are complete, I will create a discussion forum for you to share what you have created with your learning community.

Mask Assignment format:

1) Use our Glossary of Terms to determine the words and concepts that have been meaningful for you to decide what you want to use as the symbolism of your mask. Think about what you have read, what we have discussed and the supplemental materials you have viewed or read in the class.

2) Decide what you will use as the base for your mask. You may use paper mache’, a pre-formed mask that you purchase or recycle, or some other method. NO PAPER PLATE OR PAPER BAG masks will be allowed.

3) I suggest writing your minimum one-page description of what has been meaningful for you in this class first. Remember-wait until we have covered most of the material and you have done the majority of the readings.

Include in this information in your one-page write-up:

• How did you decide the topic(s) or concepts to symbolize on your mask?
• Why is this concept meaningful for you?
• Describe in detail how your mask symbolizes what you have learned about the topic(s) you selected-this may include color, images, texture of the mask, additional items attached, etc.
• How do you plan to take action in the area or topic you selected as most meaningful for you? How do you see yourself incorporating activities or interactions related to this topic in your current or future classrooms of young children?
• 4) Use your write-up to think about what you will add to your mask to symbolize your thoughts about your own learning and feelings on your mask.

Examples: If you found topics related to gender or sexism meaningful, this might be what you choose to focus on. If you learned many new terms and concepts, you might focus on these words. If bullying was important to you, you could use this topic. Your mask is a personal reflection of what you found meaningful in this class. It is 100% your own mask and it reflects what has been meaningful to YOU. I do not want to see masks made by you and your friends looking similar. I recommend using recycled and re-purposed materials to save money.

5) Use any available materials to symbolize your learning. Art is not always beautiful it is often used to shock or provoke thought on the part of the viewer. It can be collage mask with magazine images or words, it can be 3-D materials from nature or other 3-D materials. You may use paint, glue, paper, metal, etc.

This is NOT a project you would do with preschool children as it requires the ability to think deeply and abstractly. I do not want to see a project designed for children to do.

6) I DO expect you to take time to create a project that is well made, well thought out and thought provoking. I can tell if a mask has been made at the last minute.

7) IMPORTANT! When you have finished your mask, take several good photos of your mask with YOU in at least one of the photos. You are required to share the photos when you submit the assignment.

I hope you will enjoy the process of reflecting on what you have learned and thinking creatively to design a mask that reflects your experience.

This video is an example

This is the book (Im not sure if you can find free pdf)

Diversity in Early Care and Education; Honoring Differences, by Janet Gonzales-Mena, McGraw-Hill Higher Education (available on the NAEYC website) ISBN: 978-0-07-352586

No More Boys and Girls-An Experiment in Gender Expectations-Part 1

• Both sexes of young children are equally strong
• Both boys and girls can excel in spatial tasks and sports with practice
• How we speak to children as a teacher and as a parent makes a difference to their self-esteem
• Girls at a young age see themselves as less capable than boys her own age
• Teachers need to deeply reflect on how they speak to children
• We as educators can make a big difference if we plan intentionally

These are longer videos than I usually share but they are very important. Both will review some of the same information at the beginning but they are different.

Be sure to watch both videos before responding to the discussion this week.

WHAT IS AGEISM?

In todays world run rampant, and biases based on age like ageism are becoming a more measurable problem. Ageism is the discrimination against an individual strictly on the basis of their age. Ageism is most often thought of as prejudice against older individuals, however there are forms of ageism that affect as well.

Ageism can appear in multiple areas of everyday life and take many forms. Ageism discriminatory practices can appear in the , the healthcare system, forms of marketing, and even online shopping.

Agist discrimination has negative consequences that range from salary impacts to health effects. Ageism can hurt your bank account, it can hurt your health. . It affects us all globally.

Ageism happens every second, every minute, every hour of every day and fighting it requires changing the rules of society.

Types of Ageism

There are many different types of ageism that can affect each and every one of us throughout the course of our lives. Some of them happen in the workplace, some within the healthcare system, and some are agist biases we self-inflict on ourselves. Below are some of the types of ageism experienced around the world.

Self-Inflicted Ageism

As we age we may start to think of ourselves differently, relying heavily on age as a factor of how we should live each day. We may look towards our age as the deciding factor of whether or not to hike a mountain, open a social media account or apply for a specific job.

By judging ourselves as a number, rather than how capable we are in each specific situation, we are self-inflicting a form of ageism that can be detrimental to our quality of life.

We have been programmed throughout of lives to judge ourselves, but its never too late to learn to push internal judgement aside.

Ageism in the Workplace

Ageism runs rampant in workplace settings. Just as we have been programmed from a young age to judge ourselves, we have also been taught it is okay to judge others. Its almost impossible to stop the split-second judgement people have about others, but it is possible to learn to take that judgement and slow down before acting upon it.

Our immediate judgement about someone at work may be that they are too old to be any help on a fast-paced project, or that they shouldnt be promoted because they should instead be thinking about retirement.

Instead of assuming your immediate stereotypes about those you meet are true, tell yourself that you must first get to know each person before you are allowed to act on those immediate beliefs. You will find a couple of different things happen.

First, you will find yourself interacting with a wider group of individuals at your organization. Second, you will find that your immediate biases about others are most often incorrect.

Studies have found that the more you interact with individuals at work that you normally would not, the more you will be working towards a solution to ageism.

Reverse Ageism

happens when younger generations are believed to be too young or inexperienced to be helpful, knowledgeable, or able to manage a situation or team. Often, these stereotypes are completely false.

Just as with typical ageism in the workplace against older individuals, younger individuals should have the same opportunity to prove who they truly are and what they are capable of before other peoples judgement about them is acted upon.

Contrary to what we have all been taught to believe, age is not typically a good judge of someones abilities. There are plenty of young CEOs and inexperienced managers who lead teams to major wins. Capability doesnt always go hand-in-hand with age.

Ageism in Hollywood

Ageism in Hollywood, or ageism in the media and press, is one of the most detrimental types of ageism because it changes how people around the world interact with one another. If you watch movies or TV shows, or read books that include multi-generations interacting together, you will most likely find that there are numerous negative stereotypes. These stereotypes include less-than-positive jokes aimed at older individuals and their competency to be able to handle common every-day situations, and that older generations should stay out of the way, and often off-screen for the majority of the entertainment.

This has a strong effect on how we all grow up. We are inundated with the belief that older individuals should not be present in our day-to-day lives, and that when they are they should be at the center of negativity and jokes. We are learning stereotypes about older individuals every time we turn on the television or watch a movie.

Many actors are working to put an end to negative age stereotypes in the media, but that road is a long one. As media viewers, we can help by understanding that the stereotypes we view on screen should not be internalized to ourselves or externalized onto others in our lives.

Ageism in Healthcare

There are numerous studies that show that certain countries around the world have adopted a bias about age. that kidneys that are deemed healthy enough to use in some countries for transplants are discarded in other countries because they are believed to be of too much of an advanced age. Even the medical field cant agree on the fact that age is just a number, and that individuals (and their organs) should be judged on capability, healthiness, and experience rather than simply their age.

There are many healthcare workers who fight every day to keep age as just a number, but that fight is a hard one. The more we can lessen ageism in places like the workplace and the media, the easier it will be to lessen it within the healthcare industry as well.

Ageism in Family

It can often appear to be an easy decision to make to send an older family member to live in a retirement community. However, many who fight against ageism believe that this perpetuates the stereotype that we should send away the older individuals in our communities because we believe them to be unfit to participate in day-to-day activities. There are many people who believe that retirement communities help breed ageism biases, because younger generations see their grandparents cast away to live elsewhere to be taken care of by others.

Studies suggest that if we interact more multi-generationally in our lives, we are less likely to participate in ageist thoughts and actions. Those who fight against retirement homes and communities believe that if those places did not exist, ageism would be less rampant around the world.

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Wholesome Families-Positive Change is Happening

Honeymaid Wholesome Families campaign shows a diverse range of different families. While there is so much divisiveness today in our political discourse, it is refreshing to see positive messages in our media about families we find in our communities today.

As an educator you will serve families that may be very different from your own. As a teacher it is your responsibility to support ALL families in your classroom community.

For a child, his family consists of the most important people in his or her life. We cannot support the education of a child without including our support for the child’s family.

Honeymaid received some negative comments from viewers for sharing

diverse family forms in their commercials. Because the company

received more positive than negative comments they commissioned

artists to create the companies response in the video below.

What do YOU think about their response?

In class heuristics:

Sources Matter II

Critical Summary

MODULE 1 ASSIGNMENTS DUE SUNDAY MIDNIGHT

• Download Syllabus
• Read Joe Harris
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• Read bell hooks Moving Beyond Pain: and
• Read Raquel Willis Welcome to the Age of Trans Political Power and
• Read Rachelle Hamptons The Black Feminists who saw the Alt-Right Threat Coming (on Canvas) and

I need notes on all English tenses for Class 10. Please include definitions, structures, and simple examples of each tense in an easy format.

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