Metropolitan Mapping Project (300 points)
This assignment gives students an opportunity to access and use research; explore and identify a range of family resources and explore course concepts in an applied way by going on a virtual field trip to research and present on their hometown/city/neighborhood and a case study (assigned neighborhood and home neighborhood.
Students may consult with classmates and share information with classmates who have the same assigned case-study neighborhood, however, the presentations should be different.
Using a digital format (PowerPoint), all students will post to Blackboard the community assessment of two neighborhoods:
Neighborhood 1: the student's hometown
Neighborhood 2: the case study aka assigned neighborhood (see assignments)
Please present the information in digital form (PowerPoint) – both neighborhoods should be done in one slide presentation.
In the final reflection/critical examination: The student should compare and assess the differences between the neighborhood assigned and their hometown neighborhood.
Students are allowed to use online research and personal interviews to gather information about their home neighborhood that includes but is not limited to:
· Images of the neighborhoods
· Neighborhood location and boundaries
· History of the neighborhood
· Demographic Information -creatively displayed
· Economy/social economic information and impact
· Cultural elements of the community
· Maps, images, video clips, etc.
· Available resources or lack of resources- and the impact of the finding you make
· Final Reflection: Evaluation of observed needs and whether or not resources are available to meet those needs. Comparison of the two neighborhoods. What did you learn from both communities? Compare and Contrast. What do you think should be added to the neighborhood that would contribute to positive change? Explain your choice and why you think it will improve the community.
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Mapping Assignment- Overview and Expectations |
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1. Explain the characteristic features of a metropolis and explore how persistent problems, institutional transformations, and creative expression may emerge from this environment. |
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2. Demonstrate ability to interpret, evaluate, compare, and critique the views and experiences of particular social, economic, and cultural groups in the metropolis. |
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3. Articulate how an individual or a group may have access to influencing public decisions in the metropolis, how they may pursue collective ends, or how they may contribute to community well-being. |
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4. Apply critical analysis to a specific topic or question in order to delineate constituent elements of the situation, to define challenges that are faced, and to examine the potential for constructive resolution or development. |
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5. Recognize the different methods and standards of inquiry that lie behind the evidence they use to develop an argument and be able to relate that understanding to differences of opinion among informed commentators or across different fields of study. |
Full Points Rubric
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Exceeds expectations- Measurement |
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The student gives several examples of characteristics and applies them to issues faced in the community |
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The student identifies multiple perspectives other than his/her own and explains how the topic of discussion may be viewed through those perspectives. |
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The student accurately and holistically describes how an individual or a group may have access to influencing public decisions in the metropolis, how they may pursue collective ends, or how they may contribute to community well-being. |
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The student can analyze the constituent elements of the situation, to define challenges that are faced, and examine the potential for constructive resolution or development that would be applicable to the professional context. |
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The student clearly articulates opposing views and provides supporting evidence from a variety of methods. |
