What is your overall impression of the story?
What interesting features did you learn about the author that help you appreciate the story or understand more about the story?
How does this story advance your understanding of the Humanities?
Share a unique literary element such as a metaphor, symbol, theme, or simile from the story?
To whom would you recommend this story, and why?
Two Paragraphs. APA format.
Category: Sociology homework help
Consider the ways in which you engage with the humanities in your daily life. In one to two paragraphs, address the following questions:
How have the humanities shaped your specific culture?
How might studying the humanities help you pursue your career goals?
What are some of the benefits of learning about humanities?
APA Format. 2 paragraphs.
Read Stopping by Woods on a Snowy Evening by Robert Frost. Choose a section where the writer makes the experience meaningful, striking, or revealing. Examine this section for evidence of revealing a depth that reaches beyond the poem. In 2-3 pages, address the following prompts/questions:
Name three literary tools used in this piece and briefly describe how they are used. Examples are theme, tone, mood, symbolism, foreshadowing, irony, imagery.
What does Frost tell us about the character at this moment? What does he leave out?
How does the character communicate (through words, gestures, or other means,) and what does he/she say?
How does the writer convey the character’s identity and culture? What symbols are used to communicate gender, race, class, occupation, and/or other identity categories?
How does this passage relate to the human experience overall? How do you relate as a reader?
ead and summarize each of the readings listed below, separately, in at least 3-4 sentences:
Intersectionality: Global, Racial and Gendered Inequities
Watch, read, and summarize the following videos and informational pages in at least 3-4 sentences. After completing your summaries, review my short note and then answer the following questions below:
First, read the Department of Justice’s Informational pages on
https://www.justice.gov/criminal/criminal-ceos/child-sex-trafficking
https://www.justice.gov/criminal/criminal-ceos/extraterritorial-sexual-exploitation-children
These materials were picked to help you think about how race, class, gender, and age intersect to affect the lives of people in complex and different ways, where their lives must navigate the intersections of various social inequities (racism, classism, agism, sexism, colonialism, globalization). This is what we call, intersectionality, in sociology.
These materials highlights how important the concept intersectionality is to help us see how women/girls of color (who are disproportionally economically disenfranchised within their societies and within colonial systems) navigate intersecting systems of oppression that complexly affect their lives, unlike, for example, White women in the US (remember: as we’ve learned, white women are significantly more likely to experience wealth, class, and racial privileges, despite still experiencing sexism). Intersectionality also helps us to see how women/girls of color, through their voices, their experiences, their culture, music, art, fashion, etc., also usher in systemic change that all women/girls benefit from (all of society, really).
Using intersectionality as a lens answer the following questions:
Provide an example of intersectionality from one of the videos above–thoroughly unpack in detail what is taking place and most importantly, why. Who benefits from the systems leading to these realities?
Provide a unique example where intersectionality (remember, use it as a lens to look at society, like a biologist looking through a microscope) helps you to see social problems where they intersect (something outside of class and/or from previous lessons this quarter).
What is Gender? Why Does Gendered Violence Exist?
Read and summarize each of the readings listed below, separately, in at least 3-4 sentences.
300 words, provide a formative analysis of the week by incorporating all of the lessons into a cohesive understanding of what sexism is (gendered and sexual inequalities), how it manifests violently for gendered and/or other marginalized individuals (re: intersectionality–the intersections of race, class, gender, nation) and/or communities, locally, nationally and/or globally (you can focus on one or all societal scales as this week’s lesson did just that, but should also help you to reflect on our previous lessons on globalization and consumerism as well).
Material Artifact: After you have formulated an understanding of sexism, end your post with a material artifact that expresses a concrete way this complex social problem is being addressed, locally, nationally, and/or globally.
Checklist (Rubric) for End-of-Week Discussions
Content
Check if complete
Points (20 Total)
My discussion has an intro, that broadly tells the reader what I am going to tell them about in the body of my discussion.
1
I have unpacked the lessons throughout the week with a focus on defining the social problem we explored and how we know it is a social problem (objectively or subjectively)
4
I have brought in at least three class materials we have read or watched to unpack the social problem we are exploring.
After unpacking the social problem we are exploring, I have provided a tangible (real-life) example of how one aspect (narrowed down) of the social problem we are focusing on is being addressed in society (locally, regionally, or nationally). When presenting my tangible example of social problem work, I describe thoroughly why I chose to highlight this specific example.
5
My material artifact provides a material understanding, which can include an analysis of a news articles, poetry, lyrics to a song, analysis of a book, conversation you had with an elder or community member, an observation of a local organization, non-governmental or non-profit organizations, or a social movement, etc. If necessary I have linked readers to websites and/or even uploaded pictures (of say a brochures or billboards).
I end my discussion with a conclusion that summarizes for the reader what I have unpacked in the body of my discussion.
1
I have thoroughly and thoughtfully responded to at least two other students’ posts.
4
Formatting
My discussion post is at least 300-words in length, not including my works cited section at the end of my post.
3
I have incorporated at least three readings from our weekly lessons and have cited them, and anything else referenced, both in-text and in my works cited section. The resources I use are formatted using a citation format of choice (APA, MLA, ASA, Chicago, etc.).
2
The goal for this discussion is to continue to draw further connections between our lived experiences in unconsciously or consciously upholding global environmental and social inequities and what we, personally, as well as collectively as a class can do to address these things.
Summary: First, in at least 300 words, provide a formative analysis of the lessons from this week with a focus on the connections to your own lives–how we live in this world (as done in the previous QA).
Material Artifact: Then, prove a material artifact about how to address global environmental inequities. Remember, your solutions can always be local, regional, national or global in scale.
Due: Sunday 05/05/2024
Develop your SMART goal for the term that will help you complete the credentialing process. This could be taking and passing a required CTC examination or completing required field experience hours and logging your activities.
Ensure your SMART Goal can answer the following questions:
Is it measurable?
Is it achievable?
Is it results oriented?
Is it time bound?
Include your strategy, action steps, and tasks you will complete each week to attain your SMART Goal.
NOTE: SMART goal School Counselor
, in at least 300 words, a formative analysis of the lessons from this week to create a cohesive understanding of what institutional racism is (i.e., structural or systemic racism).
As you think/write your summary, ask yourself: How and why was race created and structured into society, specifically in the United States? How does racism affect people’s lives today? How do the various institutions of society maintain a racialized class system, nationally and even globally?
Material Artifact: After you have formulated an understanding about what institutional racism is, make sure to end your post with a material artifact that expresses concrete ways that racial and ethnic inequalities are being addressed in the United States (nationally), locally, or even globally.
Important Reminders/Expectations
Checklist (Rubric) for End-of-Week Discussions
Content
Check if complete
Points (20 Total)
My discussion has an intro, that broadly tells the reader what I am going to tell them about in the body of my discussion.
1
I have unpacked the lessons throughout the week with a focus on defining the social problem we explored and how we know it is a social problem (objectively or subjectively)
4
I have brought in at least three class materials we have read or watched to unpack the social problem we are exploring.
After unpacking the social problem we are exploring, I have provided a tangible (real-life) example of how one aspect (narrowed down) of the social problem we are focusing on is being addressed in society (locally, regionally, or nationally). When presenting my tangible example of social problem work, I describe thoroughly why I chose to highlight this specific example.
5
My material artifact provides a material understanding, which can include an analysis of a news articles, poetry, lyrics to a song, analysis of a book, conversation you had with an elder or community member, an observation of a local organization, non-governmental or non-profit organizations, or a social movement, etc. If necessary I have linked readers to websites and/or even uploaded pictures (of say a brochures or billboards).
I end my discussion with a conclusion that summarizes for the reader what I have unpacked in the body of my discussion.
1
I have thoroughly and thoughtfully responded to at least two other students’ posts.
4
Formatting
My discussion post is at least 300-words in length, not including my works cited section at the end of my post.
3
I have incorporated at least three readings from our weekly lessons and have cited them, and anything else referenced, both in-text and in my works cited section. The resources I use are formatted using a citation format of choice (APA, MLA, ASA, Chicago, etc.).
2