First Amendment: Religion And Education

/in /by

You have a standard practice of displaying all student work in your classroom. Recently, you assigned students to write any essay and submit a pictorial depiction on the person they considered to be their hero. One of your students submitted an essay on Jesus and a drawing of the Last Supper.

In a 500-750-essay, discuss any legal issues regarding the grading of your student’s essay and whether you could display the student’s work. How does the First Amendment apply to this situation?

Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

https://advance-lexis-com.lopes.idm.oclc.org/api/document/collection/cases/id/3S4X-H7F0-003B-S4YP-00000-00?cite=370%20U.S.%20421&context=1516831

http://www.adl.org/assets/pdf/civil-rights/religiousfreedom/rips/ReligPubSchs-PDF.pdf

http://www.newseuminstitute.org/wp-content/uploads/2014/08/rfc_publications_findingcommonground.pdf

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
POS-500 POS-500-O501 First Amendment: Religion and Education 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Discuss any legal issues regarding the grading of your student’s essay and depiction of Jesus and the Last Supper, and whether you could display the student?s work. 35.0% No discussion of legal issues is present in regard to grading a student’s essay or displaying the student’s work. Discussion of legal issues presented has little or nothing to do with grading or displaying the student’s work. Discussion of legal issues presented is appropriate in regard to grading the student’s work. Some details are given to explain whether they could display the student’s work but they may be vague. Discussion of legal issues regarding the grading and displaying of the student’s work is presented clearly and along with a detailed explanation of whether or not they could display the student’s work. Discussion of legal issues regarding the grading and displaying of the student’s work is presented thoroughly with a detailed explanation of whether or not they could display the student’s work, supported by resources.
How does the First Amendment apply to this situation? 35.0% The first amendment is not mentioned in regard to the situation. Essay includes very little information about the First Amendment. Essay includes vague references to the First Amendment. Application of First Amendment to situation is lacking detail and clarity. Essay adequately describes how the First Amendment applies to this situation. Essay clearly and realistically describes how the First Amendment applies to this situation.
Organization and Effectiveness 20.0%
Organization and 500-750-word count 15.0% Essay lacks any discernible overall purpose or organizing claim. Minimum word count is not met. Essay purpose is not clear and conclusion does not support the claims made. Minimum word count is not met. Essay purpose statement is clear. Minimum word count is met. Essay purpose is clear. There is a smooth progression of claims from introduction to conclusion. Minimum word count is met. Essay purpose and related conclusion are clear and convincing. Information is well organized and logical. Minimum word count is met.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Essay Format and Documentation of at least five Sources (APA Style) 10.0% Essay is not in APA style. No sources are documented. Essay is in APA style, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, with numerous formatting errors. Minimum of five sources is not met. Essay is in correct APA style. Formatting is correct, although some minor errors may be present. Sources are documented appropriately, and format is mostly correct. Minimum of five sources is met. Essay is in correct APA style. There are virtually no errors in formatting style. Sources are documented correctly. Minimum of five sources is met. Essay is in correct APA style. All format elements are correct. Sources are completely and correctly documented. Minimum of five sources is met or exceeded.
Total Weightage 100%

Term Paper For ARTH200

/in /by

Assignment Instructions

Final Term Paper (Power Point Presentation) Guidelines

Your  Power Point Presentation is due at the end of Week 7.  Visit the APUS online library, look at the course guides and optionally use the “Ask the Librarian” resource to help you locate scholarly references. They have electronic rights to JSTOR, which is a journal storage database and other data bases.
Choose one artist or architect that is included in any week of our course lessons, readings, or other areas. In this essay, fully discuss the artist and two art samples.  Your paper should include:

  • 2 page (250 word each) biography of the artist/architect of your choice.  500 words overall.
  • 2 page (250 word each) Description, formal analysis, and interpretation of 1 work of art/architecture by that artist  (500 words overall)
  • A bibliography listing 3-5 sources.
  • Upload your presentation to Assignment Folder in Week 7 and Place an ungraded copy of the presentation on the Forum in Unit 8.
  • You may use as many Power Point slides as it takes to meet the word requirements (1,000 words overall,)  not including the bibliography.

It is best to choose an artist we have studied in the class, but it doesn’t have to be. Do not include any artwork that you have already written about in class.  The biography of the artist should be 2 pages in length (250 word per page) and the analysis of one of their artworks should be 2 pages (250 words per page) in length.  Include a bibliography listing three to six sources.  The analysis portion of this assignment must follow the Writing a Critique format you used for your Museum Paper, namely describe, formally analyze and interpreting. 

I WANT TO WRITE ABOUT THE ARTIST “Dorothea Lange.”

Benchmark – Adolescent Cognitive And Social Development

/in /by

Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth.

For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.

Write a 1,000-1,250 word essay addressing the following concerns:

  1. In what ways do cognitive and social development affect learning?
  2. How does individuality, identity development, and personal behavior affect learning differences and development?
  3. How can diverse strengths, interests, and needs of adolescents be accounted for while providing appropriate instruction that advances learning?
  4. Why are school, community, and family supports critical to student learning and overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
  5. How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

COE Program Competencies Assessed:

DOMAIN 1: THE LEARNER AND LEARNING

1.1: Candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his or her learning. (InTASC 1b)

1.2: Candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. (InTASC 2a)

DOMAIN 4: PROFESSIONAL RESPONSIBILITY

4.3: Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. (InTASC 10e)

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SEC-505 SEC-505-O501 Benchmark – Adolescent Cognitive and Social Development 300.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Category 100.0%
Cognitive and social development [COE 1.2; InTASC 2a] 25.0% No submission Summary has little or nothing to do with ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary inadequately addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary clearly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. Summary skillfully and convincingly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development.
Learning advancement and appropriate instruction. [COE 1.1; InTASC 1b] 20.0% No submission Summary has little or nothing to do with addressing diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary inadequately addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary clearly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. Summary skillfully and convincingly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning.
Integration of all students. 15.0% No submission Summary has little or nothing to do with options available to integrate students of the norm and special education. Summary vaguely addresses professional options available to integrate students of the norm and special education. Summary clearly addresses professional options available to integrate students of the norm and special education. Summary thoroughly addresses professional options available to integrate students of the norm and special education.
Support, learning, and well-being. [COE 4.3; InTASC 10e] 15.0% No submission Summary has little or nothing to do with school, community, and family support being critical to enhance student learning and well-being. Summary inadequately addresses why school, community, and family support is critical to enhance student learning and well-being. Summary clearly addresses why school, community, and family support is critical to enhance student learning and well-being. Summary skillfully and convincingly addresses why school, community, and family support is critical to enhance student learning and well-being.
Student success and technology. [ISTE-T 3a, 3b] 15.0% No submission Summary has little or nothing to do with how technology can reinforce an appropriate learning experience. Summary inadequately addresses how technology can reinforce an appropriate learning experience. Summary clearly addresses how technology can reinforce an appropriate learning experience. Summary skillfully and convincingly addresses how technology can reinforce an appropriate learning experience.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% No submission Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% No submission Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%

Diversity Case Study And Analysis

/in /by

Diversity affects the culture of the classroom, the teacher’s instructional design, and the lesson planning process. A respect for diversity should be evident in the classroom through curricular materials and discussion, as well as instructional decisions that honor students’ diverse needs.

Use the “Class Profile” to complete the assignment.

Part I: Case Study Analysis

Select two students from the “Class Profile.” Write a 150-250 word case study analysis for each student focused on your specific content area.

Include the following:

  • Brief description of student’s specific learning needs
  • Learning goal for student (“Student will be able to…”), aligned to specific standard (include standard and code)
  • Activity and strategies to support stated learning goal
  • Assessment that would support student attainment of the learning goal, and the feedback it would provide the student

Part II: Rationale

In addition, write a 500-750 word rationale for your pedagogical decisions, answering the following:

  • How would you incorporate multiple perspectives in the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms to promote the student success?
  • How has your planning been informed and affected by what you have learned about learning theory, human development, cultural diversity, and individual differences?
  • What are some of your personal biases related to these students or opportunities for growth that require examination in order for you to become an effective teacher, specifically by promoting ethical practice, building stronger relationships with students and parents, and creating more relevant learning experiences for all students?

Support your ideas with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide,

Topic 5 Benchmark – Classroom Diversity Case Study and Analysis

Diversity affects the culture of the classroom, the instructional design, and the lesson planning process. A respect for diversity should be evident in the classroom through curricular materials and discussion, as well as instructional decisions that honor students’ diverse needs.

Part I: Case Study Analysis

Select two students from the class profile below. Write a 150-250 word case study analysis for each student focused on your specific content area.

Include the following:

· Brief description of student’s specific learning needs

· Learning goal for student (“Student will be able to…”), aligned to specific standard (include standard and code)

· Activity and strategies to support stated learning goal

· Assessment that would support student attainment of the learning goal, and the feedback it would provide the student

Part II: Rationale

In addition, write a 500-750 word rationale for your pedagogical decisions, answering the following:

· How would you incorporate multiple perspectives in the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms to promote the student success?

· How has your planning been informed and affected by what you have learned about learning theory, human development, cultural diversity, and individual differences?

· What are some of your personal biases related to these students or opportunities for growth that require examination in order for you to become an effective teacher, specifically by promoting ethical practice, building stronger relationships with students and parents, and creating more relevant learning experiences for all students?

Support your work with 3-5 scholarly sources.

Class Profile

Student Name Grade English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Reading Performance Level Student Interests
Eduardo 8 Low Intermediate Mid SES Hispanic Male No Tier 2 RTI for reading One year below grade level Playing percussion in the school band
Jade 9 No High SES African American Female No None At grade level Cheerleading; reading young adult literature
Lolita 10 No Mid SES Native American/

Pacific Islander

 Female None Little access to technology at home One year above grade level Basketball team member; taking care of her two younger siblings
Kent 11 No High SES White Male Emotionally disabled None At grade level Alternative music; drawing and art class
Ines 12 High Intermediate Low SES Hispanic Female Learning disabled (Dyscalculia) Tier 2 RTI for math One year below grade level Working at the local coffee shop; member of the soccer team

 

© 2019. Grand Canyon University. All Rights Reserved.

 

© 2019. Grand Canyon University. All Rights Reserved.