The Critical Classroom, Social Theory Paradigms, Social History
Materials: Today's Globalization, class
Materials: The Critical Classroom, Materialism Article, An Introduction to Classical and
Contemporary Social Theory, activities (PowerPoints, Timeline, CVS discussion, etc.), &
cu
ent events.
Please select two (2) essays to write, with a minimum of 1 page per question (2
questions = 2 essays = 2 pages). Remember to use an appropriate academic essay
format including introductions, clearly articulated arguments, transitions, and
conclusions. Please number each essay with the appropriate question number. Please
use ASA style to cite your sources within the text and provide a list of references at the
end of your assignment.
1. What is the critical classroom? What does it mean for how we share knowledge
and how we engage in social and political action? Why is it important today?
2. How is the critical classroom related to social history? What are some of those
connections from earlier periods, in this historic moment?
3. How is the critical classroom related to social change and social movements?
What are some of those connections from earlier periods, in this historic
moment?
4. How is the critical classroom related to social theory and the social theory
paradigms? How does social theory become part of the critical classroom? Which
social theory paradigm(s) is/are most consistent with the critical classroom?
5. What are the three social theory paradigms and how do they relate to the three
worldviews/educational perspectives discussed in The Critical Classroom?
https:
csus.instructure.com/courses/110701/pages/module-1-readings?module_item_id=5467969
https:
csus.instructure.com/courses/110701/pages/module-1-readings?module_item_id=5467969
https:
csus.instructure.com/courses/110701/pages/citation-resources?module_item_id=5467959
Analysis & Reflection Essay Ru
ic-2
Essay Ru
ic
Fabulous Excellent Good Inadequate
Argument
Argument is
presented clearly
and logically.
Logical points build
directly upon the
thesis and prior
points.
Argument is
presented
clearly and
logically, but
points do not
necessarily build
on each other.
Argument is
ambling, and
there are
contradictions left
unaddressed.
There is no
discernible
argument.
Evidence
Each logical point
is backed up by
more than one
example. Evidence
is
strong and
sufficient to
advance the
argument.
Evidence is used
throughout the
paper to support
each claim and the
larger thesis.
Each logical point
is backed up by
one or more
examples.
Evidence advances
the argument, but
it may not be
sufficient. Uses
evidence in parts
to support ideas
OR relies heavily
on one source. Not
always connected
to larger thesis.
Several points of
the argument are
left without
evidence.
Evidence is
insufficient. OR
Overview of
sources/quotes
with no analysis of
the
examples/quotes.
A few pieces of
evidence are
thrown in here or
there, but not
used to defend
the main
argument.
Readings
Demonstrates
solid
understanding of
the major themes
of the course,
using readings and
lectures to define
concepts.
Argument is placed
Demonstrates
understanding of
most of the major
themes of the
course, using
eadings and
lectures to define
concepts.
Argument is placed
Demonstrates
understanding of
some of the major
themes of the
course, using
eadings OR
lectures to define
concepts.
Argument is not
Demonstrates
little
understanding of
the major themes
of the course.
Readings and
lectures are not
used to define
concepts.
within the
oad
discussions
outlined in the
course. All relevant
eadings are
clearly used to
support the essay.
within some
discussions
outlined in the
course. All relevant
eadings are used
to support the
essay.
placed within
discussions
outlined in the
course. Most
elevant readings
are used to
support the essay.
Argument is not
placed within
discussions
outlined in the
course. Relevant
eadings are not
adequately used
to support the
essay.
Organizati
on
Clear organization
with a natural flow.
Includes an
introduction,
transition
sentences to
connect major
ideas, and
conclusion. There
are few or no
grammar or
spelling e
ors.
Minimal passive
voice. Ideas and
evidence are
co
ectly cited.
Each separate
essay is numbered,
clearly addressing
every part of the
essay question.
Clear organization
with introduction,
transitions and
conclusion, but
writing is not
always fluid. There
are several
grammar or
spelling e
ors.
Ideas and evidence
are co
ectly cited.
Essays address
every part of the
essay question.
Organization is
unclear or without
necessary
component parts.
Significant
grammar or
spelling e
ors (but
not both). Ideas &
evidence are
co
ectly cited.
Essays address
every part of the
essay question but
not in adequate
depth. Or only
some aspects of
the essay question
are addressed, but
those aspects are
addressed in
depth.
Little discernible
organization.
Significant
grammar and
spelling e
ors.
Ideas and
evidence are not
co
ectly cited, or
not cited at all.
Essays do not
address every
part of the essay
question, and
answers are not
in depth.
Analysis & Reflection Essay Ru
ic-2