The materials that we have been covering all quarter is rarely talked about competently in the outside world, but as we have been learning the need to...

FINAL GROUP PRESENTATION On-line Guidelines for the final presentation The purpose of this exercise is to provide you a guided opportunity to work in a team or on your own in order to delve deeper into a topic or issue that moves you and/or interests you. The materials that we have been covering all quarter is rarely talked about competently in the outside world, but as we have been learning the need to speak against racism, classism, homophobia, heterosexism, nationalism/xenophobia, and sexism/misogyny has become more crucial in the context of an increasingly unequal world. This exercise will provide you a public space to use your gained skills in anti-oppression and stand up against the social problems emerging from discrimination, prejudice, and systemic/structural oppression. This exercise will also allow you to practice your communication skills and most importantly support your use of race, class and gender analytics and intersectional theory. Finally, the exercise will help you practice putting together an argument and supporting it with evidence. Chose a topic or issue that has emerged during the quarter and that you wanted to know more about. Create a Google Slide or PowerPoint presentation. Should be at least ten slides. Should include a bibliography (any citation style) Work in a team of two or three or on you own. Use a minimum of three academic sources. The librarian Sharon Spence-Wilcox will help you meet this requirement. If you use Internet sources they must pass the C.R.A.P. test (below), go to our library site to find out what and how this works. You must use at least three class sources; this can include lecture notes, discussion notes, class exercises, class films, and our text. Should be at least ten minutes long. Some possible topics The topic of your final presentation is up to you and your team, but must be a topic that was covered the class material. Below are some ideas for you to consider. Healthcare reform and the Affordable Care Act The prison industrial complex and private prisons The media and "alternative facts" Immigration policy in the Era of Trump Public education and the Department of Education Gentrification in Seattle Media representations of gender Guidelines for using non-academic sources C.R.A.P. Test Evaluating Research Sources Currency Is the information recent enough for your topic? · Has it been published in the last x years? (x will vary, depending on your topic) · If you have a historical research topic, was it published around the date of the original event? Reliability/Relevance Where does the information come from, and does the information apply to your topic? · Is it a primary or secondary source? · Are methods or references provided? · Who published the information? · Was it peer-reviewed? · Does all of the information apply to your topic, or only part of it? · Is the information general or detailed? · Is the information balanced or biased? Authority Who authored this information? · Was it a single person or several people? · Was it a corporation or organization? · Are their credentials provided? · What is their reputation or expertise? Purpose/Point-of-View What was the intent of the author, and how is the author connected to the information? · Who is the intended audience? · Is the information intended to inform, persuade, sell, entertain, ...? · Is this a first-hand account of an event or research? · Does the author have a vested interest in the topic? Additional Questions for Online Sources: · What is the domain (i.e. .com, .org, .gov, .edu)? · Who is the site publisher or sponsor, and is this information easy to find? · Has it been updated recently? · Are there any advertisements or other distractions? · Could the site be ironic, like a satire or a spoof?