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Tag: Curriculum & Instructional Design

  • [Solved] Criminalogy

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    Topic Selection Requirements Your final project must be on one of the following topics: Community Policing Whether a College Degree Should be Mandatory for Police Recruits A topic focused on a specific aspect of Equity, Diversion, Equality (EDI) as it relates to law enforcement and this course. Keep…

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    Topic Selection Requirements

    Your final project must be on one of the following topics:

    Community Policing

    Whether a College Degree Should be Mandatory for Police Recruits

    A topic focused on a specific aspect of Equity, Diversion, Equality (EDI) as it relates to law enforcement and this course.

    Keep in mind, EDI is far more than simply a discussion on race. Potential EDI areas for consideration can in part include issues related to race, ethnicity, gender, disability, sexual orientation, gender identity, national origin, tribe, casts, socio-economic status, thinking, and communication styles, etc.

    This topic allows a wide variety of potential topics. All EDI based topics within this category are pre-approved so long as it relates to law enforcement and this course,

  • [Solved] Catherine Owens Week 2

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  • [Solved] question

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    **files (1)** – ## Essaymodule8HW.docx **## Essaymodule8HW.docx** Module 8: Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning This essay is part of Assessment #3 and will be due in Canvas during Module 8. This essay should adhere to the following guidelines…

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    **files (1)**

    – ## Essaymodule8HW.docx

    **## Essaymodule8HW.docx**

    Module 8: Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning

    This essay is part of Assessment #3 and will be due in Canvas during Module 8.

    This essay should adhere to the following guidelines: Double-spaced and be between 4-5 pages in length. Use the rubric to develop and complete each section of the essay.

    All essays should include a cover page with the course name, professor’s name, semester and your name.

    **Include the following:**

    ·
    **Overview-** Include the definition and description, causes, diagnostic tools and treatments associated with the disorder, developmental milestones of children with this disability as compared with their typical peers.

    ·
    **Assessments-** What types of assessments are used to diagnose or identify the disability? Measure growth or progress over time? Include interventions

    ·
    **Summary and Resources**

    | | |
    | — | — |
    | | |
    | |
    | | |
    | |

    Bottom of Form

    Rubric

    **Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning**

    | | | |
    | — | — | — |
    | Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeOverview of disorder/Disability (Description, Causes, Milestones) | **3.4 ptsEffective** The description of the disorder or disability is clear, rich and comprehensive. The causes are outlined and backed up by research. Milestones potentially affected are each addressed and all sections include citations backing up the information.<br> <br>**3 ptsDeveloping** The description of the disorder or disability is clear, but may lack some detail. The causes are outlined but may not be backed up by research. Milestones are addressed but do not specifically link with disorder or disability or do not include citations to back it up.<br> <br>**2.6 ptsEmerging** The description of the disorder or disability is not clear and lacks detail. The causes are not clear and are not backed up by research. Milestones, if addressed, are not specifically connected. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeAssessment & Intervention | **3.4 ptsEffective** The assessment tools/method used to diagnose the disorder or delay is clearly outlined including specific names of the tools and the score or level. Interventions described are evidence-based and the section includes citations.<br> <br>**3 ptsDeveloping** The assessment tools/methods used to diagnose the disorder or delay is clear but lacks some important detail. Some citations are used. Interventions are accurate but not necessarily shown to be evidence-based.<br> <br>**2.6 ptsEmerging** The assessment tools/methods used to diagnose the disorder or delay is vague. Interventions lack specifics and evidence. Citations are not used to back up the points. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeLink with Course and Outside Reading | **3.4 ptsEffective** Citations of appropriate scholarly sources and textbook readings are throughout the paper and minimum of 3 sources including textbook reading is used. The sources are used throughout the paper evenly and appropriately.<br> <br>**3 ptsDeveloping** One of the sources is not appropriate OR textbook reading is not used or sources are uneven and not used appropriately throughout.<br> <br>**2.6 ptsEmerging** More than one source is not appropriate AND/OR no textbook reading is used AND/OR the sources are not used within the paper well or at all. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics, APA style. | **3.4 ptsEffective** Assessment contains 3 or fewer errors of grammar, mechanics or APA (title page, header, reference section and in-text citations).<br> <br>**3 ptsDeveloping** Assessment contains 4 – 5 errors.<br> <br>**2.6 ptsEmerging** Assessment contains 6 or more errors. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **3.4 ptsEffective** Assignment is posted on time.<br> <br>**3 ptsDeveloping** N/A<br> <br>**2.6 ptsEmerging** Paper is not posted by the due date but is posted by the end of the course. | 3.4 pts |

    **## Essaymodule8HW.docx**

    Module 8: Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning

    This essay is part of Assessment #3 and will be due in Canvas during Module 8.

    This essay should adhere to the following guidelines: Double-spaced and be between 4-5 pages in length. Use the rubric to develop and complete each section of the essay.

    All essays should include a cover page with the course name, professor’s name, semester and your name.

    **Include the following:**

    ·
    **Overview-** Include the definition and description, causes, diagnostic tools and treatments associated with the disorder, developmental milestones of children with this disability as compared with their typical peers.

    ·
    **Assessments-** What types of assessments are used to diagnose or identify the disability? Measure growth or progress over time? Include interventions

    ·
    **Summary and Resources**

    | | |
    | — | — |
    | | |
    | |
    | | |
    | |

    Bottom of Form

    Rubric

    **Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning**

    | | | |
    | — | — | — |
    | Assessment 3, Part B – Essay on Disabilities Impacting Early Childhood Teaching and Learning |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeOverview of disorder/Disability (Description, Causes, Milestones) | **3.4 ptsEffective** The description of the disorder or disability is clear, rich and comprehensive. The causes are outlined and backed up by research. Milestones potentially affected are each addressed and all sections include citations backing up the information.<br> <br>**3 ptsDeveloping** The description of the disorder or disability is clear, but may lack some detail. The causes are outlined but may not be backed up by research. Milestones are addressed but do not specifically link with disorder or disability or do not include citations to back it up.<br> <br>**2.6 ptsEmerging** The description of the disorder or disability is not clear and lacks detail. The causes are not clear and are not backed up by research. Milestones, if addressed, are not specifically connected. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeAssessment & Intervention | **3.4 ptsEffective** The assessment tools/method used to diagnose the disorder or delay is clearly outlined including specific names of the tools and the score or level. Interventions described are evidence-based and the section includes citations.<br> <br>**3 ptsDeveloping** The assessment tools/methods used to diagnose the disorder or delay is clear but lacks some important detail. Some citations are used. Interventions are accurate but not necessarily shown to be evidence-based.<br> <br>**2.6 ptsEmerging** The assessment tools/methods used to diagnose the disorder or delay is vague. Interventions lack specifics and evidence. Citations are not used to back up the points. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeLink with Course and Outside Reading | **3.4 ptsEffective** Citations of appropriate scholarly sources and textbook readings are throughout the paper and minimum of 3 sources including textbook reading is used. The sources are used throughout the paper evenly and appropriately.<br> <br>**3 ptsDeveloping** One of the sources is not appropriate OR textbook reading is not used or sources are uneven and not used appropriately throughout.<br> <br>**2.6 ptsEmerging** More than one source is not appropriate AND/OR no textbook reading is used AND/OR the sources are not used within the paper well or at all. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics, APA style. | **3.4 ptsEffective** Assessment contains 3 or fewer errors of grammar, mechanics or APA (title page, header, reference section and in-text citations).<br> <br>**3 ptsDeveloping** Assessment contains 4 – 5 errors.<br> <br>**2.6 ptsEmerging** Assessment contains 6 or more errors. | 3.4 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **3.4 ptsEffective** Assignment is posted on time.<br> <br>**3 ptsDeveloping** N/A<br> <br>**2.6 ptsEmerging** Paper is not posted by the due date but is posted by the end of the course. | 3.4 pts |

  • [Solved] question

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    **files (1)** – ## 635Module8responcetoclassmate.docx **## 635Module8responcetoclassmate.docx** 1. Olivia 2. Educators need to make deliberate adjustments to their classroom routines, responsibilities as well as instructional strategies to create a learning environment that's flexible which caters…

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    **files (1)**

    – ## 635Module8responcetoclassmate.docx

    **## 635Module8responcetoclassmate.docx**

    1. Olivia

    2. Educators need to make deliberate adjustments to their classroom  routines, responsibilities as well as instructional strategies to create a learning environment that's flexible which caters to all diverse needs of students, including children with disabilities. As talked about in chapter 6, children are able to flourish in a setting that's accommodating which provides them with predictable scheduling, clear rules, and opportunities to develop socially and emotionally. Having routines alleviate worry because children know what to expect from day to day, and having that consistency and structure makes children feel safe and secure. On the other hand, it's important to be flexible due to the fact that teachers often change lessons, tools, grouping as well as activities based on the needs and skills of each individual child. Social proficiency is promoted by the structure of the environment, positive reinforcement, and having meaningful interactions with peers according to chapter 6. Since it allows kids to concentrate on their learning instead of preparing for the unexpected, the structure, schedule and organization of the classroom are considered to be crucial. To aid students to build comprehension and become more independent, educators can implement visual schedules, transition warnings, various cues, clear learning spaces, and predictable routines within the classroom setting. Children with different levels of abilities can also participate successfully due to the implementation of adjustable seating, sensory support, as well as small group teaching. Teachers should purposely design the classroom so children feel secure and comfortable when participating in everyday activities, which was stated in the Head Start guide. Carefully constructing a classroom and tailoring assistance to the needs of the children reduces problematic behavior and will increase student involvement, Independence, according to the video. With these strategies being used children can grow in all aspects social, emotional, and academically (Cook et al., 2020).

    3. The Social Story I found helpful was “Going to Circle Time.” The social story discussed how children should learn during Circle time, they should be sitting quietly, paying attention during class, refrain from making noises, speaking only when cold upon as well as raising their hands to make a contribution. This serves as a gentle reminder to the class that all students have equal opportunities to voice their opinions, when they are following these expectations. Since it gave the rules of the activity before it started, this Social Story can be a lifesaver for children on the spectrum or those that have other developmental problems. To help children comprehend what it is expected of them, social stories give an account of events from their point of view which uses language that is kind, straightforward, and comforting. The article also further clarifies that Social Stories can benefit enhancing children's communication, independence, and reduce their anxiety for new or unfavorable activities. In Head Start, Social Stories are tailored and should be describing the social setting, explaining why it is happening, and model the support of response. Teachers can set the tone for Circle time through Reading aloud to the children, going over the pictures, as well as praising good behavior throughout the activity. Based on the Youtube video, Using social stories as a part of a routine or transition will help children comprehend their expectations, promote positive behavior, and reduce anxiety. Pairing visual assistance and positive reinforcements With the implementation of social stories can help young kids especially with impairments learn the proper social skills as well as grow their independence (Cook et al., 2020).

    **Questions:**

    1. What strategies have you found to be the most useful for facilitating smooth transitions for young kids?

    2. What options exist for modifying visual schedules as well as classroom  procedures to accommodate students with various disabilities?

    3. What is another setting that a social story could be helpful for a young child?

    4. In what ways can home and school settings complement each other to help reinforce skills that are covered in Social stories?

    **References**

    Cook, R. E., Klein, M. D., & Chen, D. (2020).
    _Adapting early childhood curricula for children with disabilities and special needs_ (10th ed.). Pearson.

    Head Start. (n.d.).
    _Social Stories_.
    [https://headstart.gov/children-disabilities/article/social-stories?redirect=eclkc](https://headstart.gov/children-disabilities/article/social-stories?redirect=eclkc)

    Touro University. (2026).
    _What is a Social Story?_

    YouTube. (n.d.).
    _Social Stories_ course video.
    [https://youtu.be/rkTqpiDj0c8](https://youtu.be/rkTqpiDj0c8)

    **2.Tara**

    **Discussion Board Questions:**

    1. What techniques can be used to create a flexible learning environment for young children with disabilities, and how do scheduling, structure, and organization contribute to optimal learning in these settings?

    When we talk about a flexible learning environment, the structure is consistent, but each child will have their own way of completing each task. Behavior is the most frequent use for flexible learning in our class. Many children use their behaviors to get out of doing undesired activities. For example, today I was working with a student, and we were supposed to cut up a picture and piece it back together. He was having behaviors of inappropriate furniture use, noncompliance, and aggression that are all on his BIP. We de-escalated him to his chair through visuals of the proper school behaviors. Once he was back at his table, we modified his work to him ripping the paper instead of cutting it. It was not safe for the class to give him the scissors in case he threw them. Ripping the paper also helped him release his aggression. This pivot in approach and collaborative effort between the two of us aided him in receiving individual attention(Cook, 2020).  He was then very excited to put the puzzle pieces together and earned a reinforcer of a mini m&m. When it comes to transitions, we give a warning before going, and when it is time to transition, we sing the same song each time and state the next activity we are going to. This helps prepare the class to finish the current activity and mentally prepare for the next activity. We use a visual chart when possible as well. Due to class behaviors, we cannot leave one on the wall, but we show a small card with 3 activities in order. This visual helps students transition throughout the day as well. In the classroom, we have a specific shelf of free play toys. When students are done with an activity, they can go and pick from the free play materials. These are labeled with pictures and words on all sides. This visual helps ease the students' confusion when looking for a preferred item. We also have room dividers in the class. We use them to help with focus for small group, visual block carpet, or cubbies when it is not time. We also use them when children are having behaviors to either give the child privacy to have their moment or to protect others if they are acting aggressively.

    1. Social Stories are extremely helpful when teaching students with specific disabilities. Share a Social Story you read about or developed and tell why and how it can be successfully used in instructing young children with disabilities.

    I work in a class mostly of students with autism. A social story we consistently read to one student is about his dad picking him up from school. He gets picked up by his dad about once a week and usually gets picked up by his mom or grandma. When dad picks him up, he drops, screams, kicks, and cries. This is out of character for his normal school behavior. The social story describes what will happen as he leaves the classroom and gets into the car. It features real pictures of his car, classroom, hallway, and family members. The story allows him to make choices, such as picking which teacher walks him down the hall. He can choose whether he carries his backpack or the adults do. These small choices helped him to feel in control. The social story also prepares him for what will happen next. This particular child thrives off knowing what will happen and the sequence of events. He gets a reminder from the teacher who is picking him up, and then we read the story. He has now worked past this need for the story and is great at passing off to dad at the end of the school day.

    Questions:

    1. How do you manage behaviors while not disturbing the other students and keeping them safe?

    2. Do you have any tools or online sources to help in making social stories for families?

    3. How do you decide when a child needs an accommodation vs a modification in an activity?

    References:

    Cook, R. E., Klein, M. D., & Chen, D. (2020).
    _Adapting early childhood curricula for children with disabilities and special needs_(10th ed.). Pearson.

    **## 635Module8responcetoclassmate.docx**

    1. Olivia

    2. Educators need to make deliberate adjustments to their classroom  routines, responsibilities as well as instructional strategies to create a learning environment that's flexible which caters to all diverse needs of students, including children with disabilities. As talked about in chapter 6, children are able to flourish in a setting that's accommodating which provides them with predictable scheduling, clear rules, and opportunities to develop socially and emotionally. Having routines alleviate worry because children know what to expect from day to day, and having that consistency and structure makes children feel safe and secure. On the other hand, it's important to be flexible due to the fact that teachers often change lessons, tools, grouping as well as activities based on the needs and skills of each individual child. Social proficiency is promoted by the structure of the environment, positive reinforcement, and having meaningful interactions with peers according to chapter 6. Since it allows kids to concentrate on their learning instead of preparing for the unexpected, the structure, schedule and organization of the classroom are considered to be crucial. To aid students to build comprehension and become more independent, educators can implement visual schedules, transition warnings, various cues, clear learning spaces, and predictable routines within the classroom setting. Children with different levels of abilities can also participate successfully due to the implementation of adjustable seating, sensory support, as well as small group teaching. Teachers should purposely design the classroom so children feel secure and comfortable when participating in everyday activities, which was stated in the Head Start guide. Carefully constructing a classroom and tailoring assistance to the needs of the children reduces problematic behavior and will increase student involvement, Independence, according to the video. With these strategies being used children can grow in all aspects social, emotional, and academically (Cook et al., 2020).

    3. The Social Story I found helpful was “Going to Circle Time.” The social story discussed how children should learn during Circle time, they should be sitting quietly, paying attention during class, refrain from making noises, speaking only when cold upon as well as raising their hands to make a contribution. This serves as a gentle reminder to the class that all students have equal opportunities to voice their opinions, when they are following these expectations. Since it gave the rules of the activity before it started, this Social Story can be a lifesaver for children on the spectrum or those that have other developmental problems. To help children comprehend what it is expected of them, social stories give an account of events from their point of view which uses language that is kind, straightforward, and comforting. The article also further clarifies that Social Stories can benefit enhancing children's communication, independence, and reduce their anxiety for new or unfavorable activities. In Head Start, Social Stories are tailored and should be describing the social setting, explaining why it is happening, and model the support of response. Teachers can set the tone for Circle time through Reading aloud to the children, going over the pictures, as well as praising good behavior throughout the activity. Based on the Youtube video, Using social stories as a part of a routine or transition will help children comprehend their expectations, promote positive behavior, and reduce anxiety. Pairing visual assistance and positive reinforcements With the implementation of social stories can help young kids especially with impairments learn the proper social skills as well as grow their independence (Cook et al., 2020).

    **Questions:**

    1. What strategies have you found to be the most useful for facilitating smooth transitions for young kids?

    2. What options exist for modifying visual schedules as well as classroom  procedures to accommodate students with various disabilities?

    3. What is another setting that a social story could be helpful for a young child?

    4. In what ways can home and school settings complement each other to help reinforce skills that are covered in Social stories?

    **References**

    Cook, R. E., Klein, M. D., & Chen, D. (2020).
    _Adapting early childhood curricula for children with disabilities and special needs_ (10th ed.). Pearson.

    Head Start. (n.d.).
    _Social Stories_.
    [https://headstart.gov/children-disabilities/article/social-stories?redirect=eclkc](https://headstart.gov/children-disabilities/article/social-stories?redirect=eclkc)

    Touro University. (2026).
    _What is a Social Story?_

    YouTube. (n.d.).
    _Social Stories_ course video.
    [https://youtu.be/rkTqpiDj0c8](https://youtu.be/rkTqpiDj0c8)

    **2.Tara**

    **Discussion Board Questions:**

    1. What techniques can be used to create a flexible learning environment for young children with disabilities, and how do scheduling, structure, and organization contribute to optimal learning in these settings?

    When we talk about a flexible learning environment, the structure is consistent, but each child will have their own way of completing each task. Behavior is the most frequent use for flexible learning in our class. Many children use their behaviors to get out of doing undesired activities. For example, today I was working with a student, and we were supposed to cut up a picture and piece it back together. He was having behaviors of inappropriate furniture use, noncompliance, and aggression that are all on his BIP. We de-escalated him to his chair through visuals of the proper school behaviors. Once he was back at his table, we modified his work to him ripping the paper instead of cutting it. It was not safe for the class to give him the scissors in case he threw them. Ripping the paper also helped him release his aggression. This pivot in approach and collaborative effort between the two of us aided him in receiving individual attention(Cook, 2020).  He was then very excited to put the puzzle pieces together and earned a reinforcer of a mini m&m. When it comes to transitions, we give a warning before going, and when it is time to transition, we sing the same song each time and state the next activity we are going to. This helps prepare the class to finish the current activity and mentally prepare for the next activity. We use a visual chart when possible as well. Due to class behaviors, we cannot leave one on the wall, but we show a small card with 3 activities in order. This visual helps students transition throughout the day as well. In the classroom, we have a specific shelf of free play toys. When students are done with an activity, they can go and pick from the free play materials. These are labeled with pictures and words on all sides. This visual helps ease the students' confusion when looking for a preferred item. We also have room dividers in the class. We use them to help with focus for small group, visual block carpet, or cubbies when it is not time. We also use them when children are having behaviors to either give the child privacy to have their moment or to protect others if they are acting aggressively.

    1. Social Stories are extremely helpful when teaching students with specific disabilities. Share a Social Story you read about or developed and tell why and how it can be successfully used in instructing young children with disabilities.

    I work in a class mostly of students with autism. A social story we consistently read to one student is about his dad picking him up from school. He gets picked up by his dad about once a week and usually gets picked up by his mom or grandma. When dad picks him up, he drops, screams, kicks, and cries. This is out of character for his normal school behavior. The social story describes what will happen as he leaves the classroom and gets into the car. It features real pictures of his car, classroom, hallway, and family members. The story allows him to make choices, such as picking which teacher walks him down the hall. He can choose whether he carries his backpack or the adults do. These small choices helped him to feel in control. The social story also prepares him for what will happen next. This particular child thrives off knowing what will happen and the sequence of events. He gets a reminder from the teacher who is picking him up, and then we read the story. He has now worked past this need for the story and is great at passing off to dad at the end of the school day.

    Questions:

    1. How do you manage behaviors while not disturbing the other students and keeping them safe?

    2. Do you have any tools or online sources to help in making social stories for families?

    3. How do you decide when a child needs an accommodation vs a modification in an activity?

    References:

    Cook, R. E., Klein, M. D., & Chen, D. (2020).
    _Adapting early childhood curricula for children with disabilities and special needs_(10th ed.). Pearson.

  • [Solved] What is ethics

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  • [Solved] Home work help

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  • [Solved] help with assgn due in 48 hours

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    attached **files (3)** – ## RESOURCEEthicalImplicationsofDebatingwithAI.docx – ## TemplateResearchandExplorationFindingsLog.docx – ## AssignmentResearchandExplorationFindingsLog.docx **## RESOURCEEthicalImplicationsofDebatingwithAI.docx** **Resource: Ethical Implications of Debating with AI** “Ethic…

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    attached

    **files (3)**

    – ## RESOURCEEthicalImplicationsofDebatingwithAI.docx

    – ## TemplateResearchandExplorationFindingsLog.docx

    – ## AssignmentResearchandExplorationFindingsLog.docx

    **## RESOURCEEthicalImplicationsofDebatingwithAI.docx**

    **Resource: Ethical Implications of Debating with AI**

    “Ethics” means thinking about what is right and wrong, and how our actions affect others. Ethics helps us consider how to use AI responsibly while practicing debate and critical thinking in Week 9.

    When you debate with AI, you are not just practicing argumentation. You are also learning how technology shapes communication and decision-making. Unlike a human opponent, AI does not think, feel, or take responsibility for its words. Understanding the ethics behind this process will help you use AI thoughtfully and responsibly.

    **Bias in AI Responses**

    AI is trained on human data, which means it can reflect stereotypes or cultural bias.

    · Question: Can I trust that an AI’s argument is always fair?

    · Answer: Not always. AI may unintentionally reinforce bias or present a one-sided argument. It is your responsibility to analyze its claims critically rather than assume they are neutral.

    **Accountability**

    Humans can be held accountable for their arguments. AI cannot.

    · Question: Who is responsible if the AI gives false or misleading information?

    · Answer: When you use information from AI sources, you are held accountable for its accuracy. Since AI cannot be held accountable, you must fact-check its arguments and ensure that your debate responses rely on logic and credible sources.

    **Originality and Ownership**

    AI does not create new ideas. It rearranges existing information based on a prediction of what word logically comes next in a sequence.

    · Question: Does AI count as a “real” debate partner?

    · Answer: Not exactly. AI simulates debate, but it does not generate original reasoning the way a human does. Think of it as a practice tool designed to sharpen your own skills.

    **Confidence vs. Accuracy**

    AI often sounds polished and presents arguments in a way that you can read as confidence, even when the information is wrong.

    · Question: Should I believe an AI’s argument just because it sounds convincing?

    · Answer: No. The simulation or appearance of confidence does not equal truth. Part of this debate assignment is learning to spot weak or flawed reasoning, even when it is delivered persuasively.

    **The Role of Critical Thinking**

    Debating with AI is meant to test your reasoning and adaptability.

    · Question: What is the real purpose of debating an AI tool?

    · Answer: The goal is not to “beat” the AI but to sharpen your ability to think critically, respond quickly, and adjust your arguments under pressure. AI helps you practice, but the real learning happens in how you evaluate and respond.

    AI can be a valuable tool for practicing debate, but it is not a human opponent. Use it to strengthen your reasoning and understanding of debate/argumentation, not as a source of unquestionable truth.

    **## TemplateResearchandExplorationFindingsLog.docx**

    | | | |
    | — | — | — |
    | | **TEMPLATE: Research and Exploration Findings Log** | |

    | |
    | — |
    | **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | | | |
    | — | — | — |
    | | | |

    **## AssignmentResearchandExplorationFindingsLog.docx**

    Assignment: Research and Exploration Findings Log

    This week, we will begin conceptualizing the topic we want to work with for our debate in Week 9. If you missed the resource about Picking a Topic, revisit it
    [here](https://canvas.south.edu/courses/75181/pages/resource-picking-a-topic).

    Once you have picked your topic, you will research it, working to understand the current academic discourse surrounding the topic rather than choosing a side to begin with. Research informs understanding, so we want to start there.

    Each week’s assignment is built on the one before it. This first assignment of the AI debate unit is all about researching a diverse array of sources to find three that meet the requirements listed below. Begin by researching the conversation surrounding your topic through reliable sources using the guidelines provided in the weekly lecture.

    For each source, complete all sections in the template below. You must find three credible sources that represent different aspects of the topic:

    ·
    **Supportive perspective:** A source that argues in favor of or highlights benefits.

    ·
    **Critical (or opposing) perspective:** A source that questions, challenges, or highlights risks.

    ·
    **Contextual/background source:** A more neutral or explanatory source that provides data, history, or definitions.

    Remember that you have access to the
    [SMART Source Credibility Checklist](https://canvas.south.edu/courses/75181/pages/resource-smart-source-credibility-checklist), so be sure to use it to evaluate the sources you consider using this week.

    Download and use this TEMPLATE
    [Download TEMPLATE](https://canvas.south.edu/courses/75181/files/18654973/download?download_frd=1).

    **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    Rubric

    **Research and Exploration Findings Log Rubric**

    | | | |
    | — | — | — |
    | Research and Exploration Findings Log Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSource Selection & Credibility | **15 to >13.0 ptsExcellent** Three sources are credible, clearly represent supportive, critical, and contextual perspectives, and are highly appropriate to the topic. Sources demonstrate diversity (different types of authors, organizations, or publications) and reflect the current conversation on the issue.<br> <br>**13 to >11.0 ptsProficient** Three credible sources provided with mostly clear perspectives; all fit the assignment requirements and are generally appropriate to the topic.<br> <br>**11 to >7.0 ptsSatisfactory** Three sources included, but one is weak in credibility, outdated, or does not fully fit the supportive/critical/contextual categories.<br> <br>**7 to >3.0 ptsDeveloping** Fewer than three credible sources OR perspectives are not distinct (for example, two sources that serve the same function).<br> <br>**3 to >0 ptsMissing** No credible sources provided. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Citations | **10 to >9.0 ptsExcellent** Three citations are in complete and accurate APA format.<br> <br>**9 to >7.0 ptsProficient** Three citations included, with only minor errors in APA formatting (e.g., punctuation, italics, order).<br> <br>**7 to >4.0 ptsSatisfactory** Some attempt at APA citation is made, but multiple sources contain major errors.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete citation attempts; formatting largely incorrect or missing key details.<br> <br>**2 to >0 ptsMissing** No APA citations provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeSummaries of Sources | **15 to >13.0 ptsExcellent** Each source summarized in at least five original sentences; summaries are objective, accurate, and in the student’s own words (no direct quotes). Writing demonstrates careful engagement with the text.<br> <br>**13 to >11.0 ptsProficient** Each source is summarized in at least five original sentences. Summaries are generally objective, mostly accurate, and in the student’s own words, though minor lapses in phrasing or precision may appear. Writing shows solid understanding and engagement with the text.<br> <br>**11 to >7.0 ptsSatisfactory** Each source is summarized in at least four to five original sentences. Summaries are somewhat objective but may contain inaccuracies and/or rely too closely on the source’s wording. Engagement with the text is adequate.<br> <br>**7 to >3.0 ptsDeveloping** Summaries may be brief or incomplete and/or three or less sentences. Writing occasionally loses objectivity, is inaccurate, and/or relies heavily on direct quotes. Understanding of the text is limited.<br> <br>**3 to >0 ptsMissing** Summaries are incomplete, copied directly from the source, or not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeAuthors' Purpose & Bias | **10 to >8.0 ptsExcellent** Three sources analyzed thoughtfully for both the authors’ purpose and potential bias. Student clearly identifies the author’s goals and possible limitations in perspective. Insightful commentary shows strong critical thinking.<br> <br>**8 to >7.0 ptsProficient** Purpose and bias identified for each source with some detail and accuracy.<br> <br>**7 to >4.0 ptsSatisfactory** Purpose and/or bias mentioned but only at a surface level, with little explanation. However, the explanations are accurate.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete, vague, or incorrect identification of purpose or bias; shows minimal engagement with the text.<br> <br>**2 to >0 ptsMissing** No analysis of purpose or bias included. | 10 pts |
    | This criterion is linked to a Learning OutcomeEvidence Collection | **10 to >9.0 ptsExcellent** 1–2 strong, relevant quotes, statistics, or examples are pulled from each source. Evidence is clearly chosen for usefulness in the future debate and demonstrates attention to detail.<br> <br>**9 to >7.0 ptsProficient** Evidence collected from each source; mostly relevant and usable, though not always the strongest or most specific.<br> <br>**7 to >4.0 ptsSatisfactory** Evidence included but weak, vague, or not clearly useful for debate.<br> <br>**4 to >2.0 ptsDeveloping** Minimal evidence provided; selections are unclear, off-topic, or unexplained.<br> <br>**2 to >0 ptsMissing** No evidence collected. | 10 pts |
    | This criterion is linked to a Learning OutcomeApplication to Argument | **15 to >13.0 ptsExcellent** Clear and specific explanation for how each source might be used in a debate argument (1–2 sentences minimum per source). Student demonstrates strong understanding of how the source connects to possible claims, counterarguments, or context.<br> <br>**13 to >11.0 ptsProficient** Explanation included for each source, mostly specific and relevant to debate preparation.<br> <br>**11 to >7.0 ptsSatisfactory** Application included but vague, generic, or repetitive across sources.<br> <br>**7 to >3.0 ptsDeveloping** Explanations incomplete, unclear, or not logically tied to how the source could support a debate argument.<br> <br>**3 to >0 ptsMissing** No application included. | 15 pts |

    Total Points: 75

    RESOURCE: Picking a Topic

    Your debate, which you will engage in during Week 9, will be a live discussion of your position on a topic, presented as a written formal argument. We will discuss that form later, and you will be able to map your argument. In fact, you will be guided through the whole process.

    · This week, Week 7, you will need to select a topic and find reliable resources that span many viewpoints on your chosen topic.

    · In Week 8, you will spend time creating a position statement and mapping out your argument.

    · In Week 9, you will engage in a live debate with an AI tool using your argument outline. Finally, in Week 10, you will reflect on your debate experience in an informal video response.

    Again, you will be guided through this process step-by-step. However, you will want to begin thinking about a topic now.

    What makes a good topic? A good topic should be meaningful to you personally or professionally. It should be important to other people as well.

    For instance, you might choose a topic like “home schooling.” Is that an important topic? If someone is considering home schooling, understanding its effectiveness and some of the challenges would be important.

    Obviously, you could take a position for or against. Whichever you choose, you know that some people will be on the other side.

    Whatever topic you choose is fine. Just make sure that it is important to you and others. And be ready to read reliable sources to support not only your position but those who do not agree with you. As you do, remember that strong arguments come from understanding and respectfully engaging with opposing viewpoints, even when you disagree.

    While the research will perhaps give you greater understanding that you can convey to your audience, the point of the exercise is to demonstrate that you can construct a solid argument that is free of bias and fallacies. By the time you get towards the end of this course, you should be able to do that without any difficulties.

    **## AssignmentResearchandExplorationFindingsLog.docx**

    Assignment: Research and Exploration Findings Log

    This week, we will begin conceptualizing the topic we want to work with for our debate in Week 9. If you missed the resource about Picking a Topic, revisit it
    [here](https://canvas.south.edu/courses/75181/pages/resource-picking-a-topic).

    Once you have picked your topic, you will research it, working to understand the current academic discourse surrounding the topic rather than choosing a side to begin with. Research informs understanding, so we want to start there.

    Each week’s assignment is built on the one before it. This first assignment of the AI debate unit is all about researching a diverse array of sources to find three that meet the requirements listed below. Begin by researching the conversation surrounding your topic through reliable sources using the guidelines provided in the weekly lecture.

    For each source, complete all sections in the template below. You must find three credible sources that represent different aspects of the topic:

    ·
    **Supportive perspective:** A source that argues in favor of or highlights benefits.

    ·
    **Critical (or opposing) perspective:** A source that questions, challenges, or highlights risks.

    ·
    **Contextual/background source:** A more neutral or explanatory source that provides data, history, or definitions.

    Remember that you have access to the
    [SMART Source Credibility Checklist](https://canvas.south.edu/courses/75181/pages/resource-smart-source-credibility-checklist), so be sure to use it to evaluate the sources you consider using this week.

    Download and use this TEMPLATE
    [Download TEMPLATE](https://canvas.south.edu/courses/75181/files/18654973/download?download_frd=1).

    **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    Rubric

    **Research and Exploration Findings Log Rubric**

    | | | |
    | — | — | — |
    | Research and Exploration Findings Log Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSource Selection & Credibility | **15 to >13.0 ptsExcellent** Three sources are credible, clearly represent supportive, critical, and contextual perspectives, and are highly appropriate to the topic. Sources demonstrate diversity (different types of authors, organizations, or publications) and reflect the current conversation on the issue.<br> <br>**13 to >11.0 ptsProficient** Three credible sources provided with mostly clear perspectives; all fit the assignment requirements and are generally appropriate to the topic.<br> <br>**11 to >7.0 ptsSatisfactory** Three sources included, but one is weak in credibility, outdated, or does not fully fit the supportive/critical/contextual categories.<br> <br>**7 to >3.0 ptsDeveloping** Fewer than three credible sources OR perspectives are not distinct (for example, two sources that serve the same function).<br> <br>**3 to >0 ptsMissing** No credible sources provided. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Citations | **10 to >9.0 ptsExcellent** Three citations are in complete and accurate APA format.<br> <br>**9 to >7.0 ptsProficient** Three citations included, with only minor errors in APA formatting (e.g., punctuation, italics, order).<br> <br>**7 to >4.0 ptsSatisfactory** Some attempt at APA citation is made, but multiple sources contain major errors.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete citation attempts; formatting largely incorrect or missing key details.<br> <br>**2 to >0 ptsMissing** No APA citations provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeSummaries of Sources | **15 to >13.0 ptsExcellent** Each source summarized in at least five original sentences; summaries are objective, accurate, and in the student’s own words (no direct quotes). Writing demonstrates careful engagement with the text.<br> <br>**13 to >11.0 ptsProficient** Each source is summarized in at least five original sentences. Summaries are generally objective, mostly accurate, and in the student’s own words, though minor lapses in phrasing or precision may appear. Writing shows solid understanding and engagement with the text.<br> <br>**11 to >7.0 ptsSatisfactory** Each source is summarized in at least four to five original sentences. Summaries are somewhat objective but may contain inaccuracies and/or rely too closely on the source’s wording. Engagement with the text is adequate.<br> <br>**7 to >3.0 ptsDeveloping** Summaries may be brief or incomplete and/or three or less sentences. Writing occasionally loses objectivity, is inaccurate, and/or relies heavily on direct quotes. Understanding of the text is limited.<br> <br>**3 to >0 ptsMissing** Summaries are incomplete, copied directly from the source, or not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeAuthors' Purpose & Bias | **10 to >8.0 ptsExcellent** Three sources analyzed thoughtfully for both the authors’ purpose and potential bias. Student clearly identifies the author’s goals and possible limitations in perspective. Insightful commentary shows strong critical thinking.<br> <br>**8 to >7.0 ptsProficient** Purpose and bias identified for each source with some detail and accuracy.<br> <br>**7 to >4.0 ptsSatisfactory** Purpose and/or bias mentioned but only at a surface level, with little explanation. However, the explanations are accurate.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete, vague, or incorrect identification of purpose or bias; shows minimal engagement with the text.<br> <br>**2 to >0 ptsMissing** No analysis of purpose or bias included. | 10 pts |
    | This criterion is linked to a Learning OutcomeEvidence Collection | **10 to >9.0 ptsExcellent** 1–2 strong, relevant quotes, statistics, or examples are pulled from each source. Evidence is clearly chosen for usefulness in the future debate and demonstrates attention to detail.<br> <br>**9 to >7.0 ptsProficient** Evidence collected from each source; mostly relevant and usable, though not always the strongest or most specific.<br> <br>**7 to >4.0 ptsSatisfactory** Evidence included but weak, vague, or not clearly useful for debate.<br> <br>**4 to >2.0 ptsDeveloping** Minimal evidence provided; selections are unclear, off-topic, or unexplained.<br> <br>**2 to >0 ptsMissing** No evidence collected. | 10 pts |
    | This criterion is linked to a Learning OutcomeApplication to Argument | **15 to >13.0 ptsExcellent** Clear and specific explanation for how each source might be used in a debate argument (1–2 sentences minimum per source). Student demonstrates strong understanding of how the source connects to possible claims, counterarguments, or context.<br> <br>**13 to >11.0 ptsProficient** Explanation included for each source, mostly specific and relevant to debate preparation.<br> <br>**11 to >7.0 ptsSatisfactory** Application included but vague, generic, or repetitive across sources.<br> <br>**7 to >3.0 ptsDeveloping** Explanations incomplete, unclear, or not logically tied to how the source could support a debate argument.<br> <br>**3 to >0 ptsMissing** No application included. | 15 pts |

    Total Points: 75

    RESOURCE: Picking a Topic

    Your debate, which you will engage in during Week 9, will be a live discussion of your position on a topic, presented as a written formal argument. We will discuss that form later, and you will be able to map your argument. In fact, you will be guided through the whole process.

    · This week, Week 7, you will need to select a topic and find reliable resources that span many viewpoints on your chosen topic.

    · In Week 8, you will spend time creating a position statement and mapping out your argument.

    · In Week 9, you will engage in a live debate with an AI tool using your argument outline. Finally, in Week 10, you will reflect on your debate experience in an informal video response.

    Again, you will be guided through this process step-by-step. However, you will want to begin thinking about a topic now.

    What makes a good topic? A good topic should be meaningful to you personally or professionally. It should be important to other people as well.

    For instance, you might choose a topic like “home schooling.” Is that an important topic? If someone is considering home schooling, understanding its effectiveness and some of the challenges would be important.

    Obviously, you could take a position for or against. Whichever you choose, you know that some people will be on the other side.

    Whatever topic you choose is fine. Just make sure that it is important to you and others. And be ready to read reliable sources to support not only your position but those who do not agree with you. As you do, remember that strong arguments come from understanding and respectfully engaging with opposing viewpoints, even when you disagree.

    While the research will perhaps give you greater understanding that you can convey to your audience, the point of the exercise is to demonstrate that you can construct a solid argument that is free of bias and fallacies. By the time you get towards the end of this course, you should be able to do that without any difficulties.

    **## RESOURCEEthicalImplicationsofDebatingwithAI.docx**

    **Resource: Ethical Implications of Debating with AI**

    “Ethics” means thinking about what is right and wrong, and how our actions affect others. Ethics helps us consider how to use AI responsibly while practicing debate and critical thinking in Week 9.

    When you debate with AI, you are not just practicing argumentation. You are also learning how technology shapes communication and decision-making. Unlike a human opponent, AI does not think, feel, or take responsibility for its words. Understanding the ethics behind this process will help you use AI thoughtfully and responsibly.

    **Bias in AI Responses**

    AI is trained on human data, which means it can reflect stereotypes or cultural bias.

    · Question: Can I trust that an AI’s argument is always fair?

    · Answer: Not always. AI may unintentionally reinforce bias or present a one-sided argument. It is your responsibility to analyze its claims critically rather than assume they are neutral.

    **Accountability**

    Humans can be held accountable for their arguments. AI cannot.

    · Question: Who is responsible if the AI gives false or misleading information?

    · Answer: When you use information from AI sources, you are held accountable for its accuracy. Since AI cannot be held accountable, you must fact-check its arguments and ensure that your debate responses rely on logic and credible sources.

    **Originality and Ownership**

    AI does not create new ideas. It rearranges existing information based on a prediction of what word logically comes next in a sequence.

    · Question: Does AI count as a “real” debate partner?

    · Answer: Not exactly. AI simulates debate, but it does not generate original reasoning the way a human does. Think of it as a practice tool designed to sharpen your own skills.

    **Confidence vs. Accuracy**

    AI often sounds polished and presents arguments in a way that you can read as confidence, even when the information is wrong.

    · Question: Should I believe an AI’s argument just because it sounds convincing?

    · Answer: No. The simulation or appearance of confidence does not equal truth. Part of this debate assignment is learning to spot weak or flawed reasoning, even when it is delivered persuasively.

    **The Role of Critical Thinking**

    Debating with AI is meant to test your reasoning and adaptability.

    · Question: What is the real purpose of debating an AI tool?

    · Answer: The goal is not to “beat” the AI but to sharpen your ability to think critically, respond quickly, and adjust your arguments under pressure. AI helps you practice, but the real learning happens in how you evaluate and respond.

    AI can be a valuable tool for practicing debate, but it is not a human opponent. Use it to strengthen your reasoning and understanding of debate/argumentation, not as a source of unquestionable truth.

    **## TemplateResearchandExplorationFindingsLog.docx**

    | | | |
    | — | — | — |
    | | **TEMPLATE: Research and Exploration Findings Log** | |

    | |
    | — |
    | **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | | | |
    | — | — | — |
    | | | |

    **## AssignmentResearchandExplorationFindingsLog.docx**

    Assignment: Research and Exploration Findings Log

    This week, we will begin conceptualizing the topic we want to work with for our debate in Week 9. If you missed the resource about Picking a Topic, revisit it
    [here](https://canvas.south.edu/courses/75181/pages/resource-picking-a-topic).

    Once you have picked your topic, you will research it, working to understand the current academic discourse surrounding the topic rather than choosing a side to begin with. Research informs understanding, so we want to start there.

    Each week’s assignment is built on the one before it. This first assignment of the AI debate unit is all about researching a diverse array of sources to find three that meet the requirements listed below. Begin by researching the conversation surrounding your topic through reliable sources using the guidelines provided in the weekly lecture.

    For each source, complete all sections in the template below. You must find three credible sources that represent different aspects of the topic:

    ·
    **Supportive perspective:** A source that argues in favor of or highlights benefits.

    ·
    **Critical (or opposing) perspective:** A source that questions, challenges, or highlights risks.

    ·
    **Contextual/background source:** A more neutral or explanatory source that provides data, history, or definitions.

    Remember that you have access to the
    [SMART Source Credibility Checklist](https://canvas.south.edu/courses/75181/pages/resource-smart-source-credibility-checklist), so be sure to use it to evaluate the sources you consider using this week.

    Download and use this TEMPLATE
    [Download TEMPLATE](https://canvas.south.edu/courses/75181/files/18654973/download?download_frd=1).

    **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    Rubric

    **Research and Exploration Findings Log Rubric**

    | | | |
    | — | — | — |
    | Research and Exploration Findings Log Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSource Selection & Credibility | **15 to >13.0 ptsExcellent** Three sources are credible, clearly represent supportive, critical, and contextual perspectives, and are highly appropriate to the topic. Sources demonstrate diversity (different types of authors, organizations, or publications) and reflect the current conversation on the issue.<br> <br>**13 to >11.0 ptsProficient** Three credible sources provided with mostly clear perspectives; all fit the assignment requirements and are generally appropriate to the topic.<br> <br>**11 to >7.0 ptsSatisfactory** Three sources included, but one is weak in credibility, outdated, or does not fully fit the supportive/critical/contextual categories.<br> <br>**7 to >3.0 ptsDeveloping** Fewer than three credible sources OR perspectives are not distinct (for example, two sources that serve the same function).<br> <br>**3 to >0 ptsMissing** No credible sources provided. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Citations | **10 to >9.0 ptsExcellent** Three citations are in complete and accurate APA format.<br> <br>**9 to >7.0 ptsProficient** Three citations included, with only minor errors in APA formatting (e.g., punctuation, italics, order).<br> <br>**7 to >4.0 ptsSatisfactory** Some attempt at APA citation is made, but multiple sources contain major errors.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete citation attempts; formatting largely incorrect or missing key details.<br> <br>**2 to >0 ptsMissing** No APA citations provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeSummaries of Sources | **15 to >13.0 ptsExcellent** Each source summarized in at least five original sentences; summaries are objective, accurate, and in the student’s own words (no direct quotes). Writing demonstrates careful engagement with the text.<br> <br>**13 to >11.0 ptsProficient** Each source is summarized in at least five original sentences. Summaries are generally objective, mostly accurate, and in the student’s own words, though minor lapses in phrasing or precision may appear. Writing shows solid understanding and engagement with the text.<br> <br>**11 to >7.0 ptsSatisfactory** Each source is summarized in at least four to five original sentences. Summaries are somewhat objective but may contain inaccuracies and/or rely too closely on the source’s wording. Engagement with the text is adequate.<br> <br>**7 to >3.0 ptsDeveloping** Summaries may be brief or incomplete and/or three or less sentences. Writing occasionally loses objectivity, is inaccurate, and/or relies heavily on direct quotes. Understanding of the text is limited.<br> <br>**3 to >0 ptsMissing** Summaries are incomplete, copied directly from the source, or not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeAuthors' Purpose & Bias | **10 to >8.0 ptsExcellent** Three sources analyzed thoughtfully for both the authors’ purpose and potential bias. Student clearly identifies the author’s goals and possible limitations in perspective. Insightful commentary shows strong critical thinking.<br> <br>**8 to >7.0 ptsProficient** Purpose and bias identified for each source with some detail and accuracy.<br> <br>**7 to >4.0 ptsSatisfactory** Purpose and/or bias mentioned but only at a surface level, with little explanation. However, the explanations are accurate.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete, vague, or incorrect identification of purpose or bias; shows minimal engagement with the text.<br> <br>**2 to >0 ptsMissing** No analysis of purpose or bias included. | 10 pts |
    | This criterion is linked to a Learning OutcomeEvidence Collection | **10 to >9.0 ptsExcellent** 1–2 strong, relevant quotes, statistics, or examples are pulled from each source. Evidence is clearly chosen for usefulness in the future debate and demonstrates attention to detail.<br> <br>**9 to >7.0 ptsProficient** Evidence collected from each source; mostly relevant and usable, though not always the strongest or most specific.<br> <br>**7 to >4.0 ptsSatisfactory** Evidence included but weak, vague, or not clearly useful for debate.<br> <br>**4 to >2.0 ptsDeveloping** Minimal evidence provided; selections are unclear, off-topic, or unexplained.<br> <br>**2 to >0 ptsMissing** No evidence collected. | 10 pts |
    | This criterion is linked to a Learning OutcomeApplication to Argument | **15 to >13.0 ptsExcellent** Clear and specific explanation for how each source might be used in a debate argument (1–2 sentences minimum per source). Student demonstrates strong understanding of how the source connects to possible claims, counterarguments, or context.<br> <br>**13 to >11.0 ptsProficient** Explanation included for each source, mostly specific and relevant to debate preparation.<br> <br>**11 to >7.0 ptsSatisfactory** Application included but vague, generic, or repetitive across sources.<br> <br>**7 to >3.0 ptsDeveloping** Explanations incomplete, unclear, or not logically tied to how the source could support a debate argument.<br> <br>**3 to >0 ptsMissing** No application included. | 15 pts |

    Total Points: 75

    RESOURCE: Picking a Topic

    Your debate, which you will engage in during Week 9, will be a live discussion of your position on a topic, presented as a written formal argument. We will discuss that form later, and you will be able to map your argument. In fact, you will be guided through the whole process.

    · This week, Week 7, you will need to select a topic and find reliable resources that span many viewpoints on your chosen topic.

    · In Week 8, you will spend time creating a position statement and mapping out your argument.

    · In Week 9, you will engage in a live debate with an AI tool using your argument outline. Finally, in Week 10, you will reflect on your debate experience in an informal video response.

    Again, you will be guided through this process step-by-step. However, you will want to begin thinking about a topic now.

    What makes a good topic? A good topic should be meaningful to you personally or professionally. It should be important to other people as well.

    For instance, you might choose a topic like “home schooling.” Is that an important topic? If someone is considering home schooling, understanding its effectiveness and some of the challenges would be important.

    Obviously, you could take a position for or against. Whichever you choose, you know that some people will be on the other side.

    Whatever topic you choose is fine. Just make sure that it is important to you and others. And be ready to read reliable sources to support not only your position but those who do not agree with you. As you do, remember that strong arguments come from understanding and respectfully engaging with opposing viewpoints, even when you disagree.

    While the research will perhaps give you greater understanding that you can convey to your audience, the point of the exercise is to demonstrate that you can construct a solid argument that is free of bias and fallacies. By the time you get towards the end of this course, you should be able to do that without any difficulties.

    **## RESOURCEEthicalImplicationsofDebatingwithAI.docx**

    **Resource: Ethical Implications of Debating with AI**

    “Ethics” means thinking about what is right and wrong, and how our actions affect others. Ethics helps us consider how to use AI responsibly while practicing debate and critical thinking in Week 9.

    When you debate with AI, you are not just practicing argumentation. You are also learning how technology shapes communication and decision-making. Unlike a human opponent, AI does not think, feel, or take responsibility for its words. Understanding the ethics behind this process will help you use AI thoughtfully and responsibly.

    **Bias in AI Responses**

    AI is trained on human data, which means it can reflect stereotypes or cultural bias.

    · Question: Can I trust that an AI’s argument is always fair?

    · Answer: Not always. AI may unintentionally reinforce bias or present a one-sided argument. It is your responsibility to analyze its claims critically rather than assume they are neutral.

    **Accountability**

    Humans can be held accountable for their arguments. AI cannot.

    · Question: Who is responsible if the AI gives false or misleading information?

    · Answer: When you use information from AI sources, you are held accountable for its accuracy. Since AI cannot be held accountable, you must fact-check its arguments and ensure that your debate responses rely on logic and credible sources.

    **Originality and Ownership**

    AI does not create new ideas. It rearranges existing information based on a prediction of what word logically comes next in a sequence.

    · Question: Does AI count as a “real” debate partner?

    · Answer: Not exactly. AI simulates debate, but it does not generate original reasoning the way a human does. Think of it as a practice tool designed to sharpen your own skills.

    **Confidence vs. Accuracy**

    AI often sounds polished and presents arguments in a way that you can read as confidence, even when the information is wrong.

    · Question: Should I believe an AI’s argument just because it sounds convincing?

    · Answer: No. The simulation or appearance of confidence does not equal truth. Part of this debate assignment is learning to spot weak or flawed reasoning, even when it is delivered persuasively.

    **The Role of Critical Thinking**

    Debating with AI is meant to test your reasoning and adaptability.

    · Question: What is the real purpose of debating an AI tool?

    · Answer: The goal is not to “beat” the AI but to sharpen your ability to think critically, respond quickly, and adjust your arguments under pressure. AI helps you practice, but the real learning happens in how you evaluate and respond.

    AI can be a valuable tool for practicing debate, but it is not a human opponent. Use it to strengthen your reasoning and understanding of debate/argumentation, not as a source of unquestionable truth.

    **## TemplateResearchandExplorationFindingsLog.docx**

    | | | |
    | — | — | — |
    | | **TEMPLATE: Research and Exploration Findings Log** | |

    | |
    | — |
    | **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | |
    | — |
    | **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions** |
    | 1. A full APA reference |
    | 2. Summarize the main idea of the source with a minimum of five sentences without using quotes. |
    | 3. Identify the author’s purpose and potential bias. |
    | 4. Pull 1–2 quotes, statistics, or examples from this source that you might use later. |
    | 5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences. |

    | | | |
    | — | — | — |
    | | | |

    **## AssignmentResearchandExplorationFindingsLog.docx**

    Assignment: Research and Exploration Findings Log

    This week, we will begin conceptualizing the topic we want to work with for our debate in Week 9. If you missed the resource about Picking a Topic, revisit it
    [here](https://canvas.south.edu/courses/75181/pages/resource-picking-a-topic).

    Once you have picked your topic, you will research it, working to understand the current academic discourse surrounding the topic rather than choosing a side to begin with. Research informs understanding, so we want to start there.

    Each week’s assignment is built on the one before it. This first assignment of the AI debate unit is all about researching a diverse array of sources to find three that meet the requirements listed below. Begin by researching the conversation surrounding your topic through reliable sources using the guidelines provided in the weekly lecture.

    For each source, complete all sections in the template below. You must find three credible sources that represent different aspects of the topic:

    ·
    **Supportive perspective:** A source that argues in favor of or highlights benefits.

    ·
    **Critical (or opposing) perspective:** A source that questions, challenges, or highlights risks.

    ·
    **Contextual/background source:** A more neutral or explanatory source that provides data, history, or definitions.

    Remember that you have access to the
    [SMART Source Credibility Checklist](https://canvas.south.edu/courses/75181/pages/resource-smart-source-credibility-checklist), so be sure to use it to evaluate the sources you consider using this week.

    Download and use this TEMPLATE
    [Download TEMPLATE](https://canvas.south.edu/courses/75181/files/18654973/download?download_frd=1).

    **SUPPORTIVE PERSPECTIVE: A source that argues in favor of or highlights benefits**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CRITICAL (Opposing) PERSPECTIVE: A source that questions, challenges, or highlights risks**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    **CONTEXTUAL/BACKGROUND SOURCE: A more neutral or explanatory source that provides data, history, or definitions**

    1. A full APA reference

    2. Summarize the main idea of the source with a minimum of five sentences without using quotes.

    3. Identify the author’s purpose and potential bias.

    4. Pull 1–2 quotes, statistics, or examples from this source that you might use later.

    5. How will the information in this source be used in your argument? Be specific in at least 1-2 sentences.

    Rubric

    **Research and Exploration Findings Log Rubric**

    | | | |
    | — | — | — |
    | Research and Exploration Findings Log Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSource Selection & Credibility | **15 to >13.0 ptsExcellent** Three sources are credible, clearly represent supportive, critical, and contextual perspectives, and are highly appropriate to the topic. Sources demonstrate diversity (different types of authors, organizations, or publications) and reflect the current conversation on the issue.<br> <br>**13 to >11.0 ptsProficient** Three credible sources provided with mostly clear perspectives; all fit the assignment requirements and are generally appropriate to the topic.<br> <br>**11 to >7.0 ptsSatisfactory** Three sources included, but one is weak in credibility, outdated, or does not fully fit the supportive/critical/contextual categories.<br> <br>**7 to >3.0 ptsDeveloping** Fewer than three credible sources OR perspectives are not distinct (for example, two sources that serve the same function).<br> <br>**3 to >0 ptsMissing** No credible sources provided. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Citations | **10 to >9.0 ptsExcellent** Three citations are in complete and accurate APA format.<br> <br>**9 to >7.0 ptsProficient** Three citations included, with only minor errors in APA formatting (e.g., punctuation, italics, order).<br> <br>**7 to >4.0 ptsSatisfactory** Some attempt at APA citation is made, but multiple sources contain major errors.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete citation attempts; formatting largely incorrect or missing key details.<br> <br>**2 to >0 ptsMissing** No APA citations provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeSummaries of Sources | **15 to >13.0 ptsExcellent** Each source summarized in at least five original sentences; summaries are objective, accurate, and in the student’s own words (no direct quotes). Writing demonstrates careful engagement with the text.<br> <br>**13 to >11.0 ptsProficient** Each source is summarized in at least five original sentences. Summaries are generally objective, mostly accurate, and in the student’s own words, though minor lapses in phrasing or precision may appear. Writing shows solid understanding and engagement with the text.<br> <br>**11 to >7.0 ptsSatisfactory** Each source is summarized in at least four to five original sentences. Summaries are somewhat objective but may contain inaccuracies and/or rely too closely on the source’s wording. Engagement with the text is adequate.<br> <br>**7 to >3.0 ptsDeveloping** Summaries may be brief or incomplete and/or three or less sentences. Writing occasionally loses objectivity, is inaccurate, and/or relies heavily on direct quotes. Understanding of the text is limited.<br> <br>**3 to >0 ptsMissing** Summaries are incomplete, copied directly from the source, or not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeAuthors' Purpose & Bias | **10 to >8.0 ptsExcellent** Three sources analyzed thoughtfully for both the authors’ purpose and potential bias. Student clearly identifies the author’s goals and possible limitations in perspective. Insightful commentary shows strong critical thinking.<br> <br>**8 to >7.0 ptsProficient** Purpose and bias identified for each source with some detail and accuracy.<br> <br>**7 to >4.0 ptsSatisfactory** Purpose and/or bias mentioned but only at a surface level, with little explanation. However, the explanations are accurate.<br> <br>**4 to >2.0 ptsDeveloping** Incomplete, vague, or incorrect identification of purpose or bias; shows minimal engagement with the text.<br> <br>**2 to >0 ptsMissing** No analysis of purpose or bias included. | 10 pts |
    | This criterion is linked to a Learning OutcomeEvidence Collection | **10 to >9.0 ptsExcellent** 1–2 strong, relevant quotes, statistics, or examples are pulled from each source. Evidence is clearly chosen for usefulness in the future debate and demonstrates attention to detail.<br> <br>**9 to >7.0 ptsProficient** Evidence collected from each source; mostly relevant and usable, though not always the strongest or most specific.<br> <br>**7 to >4.0 ptsSatisfactory** Evidence included but weak, vague, or not clearly useful for debate.<br> <br>**4 to >2.0 ptsDeveloping** Minimal evidence provided; selections are unclear, off-topic, or unexplained.<br> <br>**2 to >0 ptsMissing** No evidence collected. | 10 pts |
    | This criterion is linked to a Learning OutcomeApplication to Argument | **15 to >13.0 ptsExcellent** Clear and specific explanation for how each source might be used in a debate argument (1–2 sentences minimum per source). Student demonstrates strong understanding of how the source connects to possible claims, counterarguments, or context.<br> <br>**13 to >11.0 ptsProficient** Explanation included for each source, mostly specific and relevant to debate preparation.<br> <br>**11 to >7.0 ptsSatisfactory** Application included but vague, generic, or repetitive across sources.<br> <br>**7 to >3.0 ptsDeveloping** Explanations incomplete, unclear, or not logically tied to how the source could support a debate argument.<br> <br>**3 to >0 ptsMissing** No application included. | 15 pts |

    Total Points: 75

    RESOURCE: Picking a Topic

    Your debate, which you will engage in during Week 9, will be a live discussion of your position on a topic, presented as a written formal argument. We will discuss that form later, and you will be able to map your argument. In fact, you will be guided through the whole process.

    · This week, Week 7, you will need to select a topic and find reliable resources that span many viewpoints on your chosen topic.

    · In Week 8, you will spend time creating a position statement and mapping out your argument.

    · In Week 9, you will engage in a live debate with an AI tool using your argument outline. Finally, in Week 10, you will reflect on your debate experience in an informal video response.

    Again, you will be guided through this process step-by-step. However, you will want to begin thinking about a topic now.

    What makes a good topic? A good topic should be meaningful to you personally or professionally. It should be important to other people as well.

    For instance, you might choose a topic like “home schooling.” Is that an important topic? If someone is considering home schooling, understanding its effectiveness and some of the challenges would be important.

    Obviously, you could take a position for or against. Whichever you choose, you know that some people will be on the other side.

    Whatever topic you choose is fine. Just make sure that it is important to you and others. And be ready to read reliable sources to support not only your position but those who do not agree with you. As you do, remember that strong arguments come from understanding and respectfully engaging with opposing viewpoints, even when you disagree.

    While the research will perhaps give you greater understanding that you can convey to your audience, the point of the exercise is to demonstrate that you can construct a solid argument that is free of bias and fallacies. By the time you get towards the end of this course, you should be able to do that without any difficulties.

  • [Solved] k 3 – Secondary Lesson Plan: Academic Language Vocabulary

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    **Complete** and **submit** the [Secondary Lesson Plan: Academic Language Vocabulary](https://multimedia.phoenix.edu/cms/202556700) template (100 words approx.) **Develop** an original 45-minute classroom academic language vocabulary lesson plan (maximum 325 words) for a specific secondary grade lev…

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    **Complete** and **submit** the [Secondary Lesson Plan: Academic Language Vocabulary](https://multimedia.phoenix.edu/cms/202556700) template (100 words approx.)

    **Develop** an original 45-minute classroom academic language vocabulary lesson plan (maximum 325 words) for a specific secondary grade level and content area.

    _Note_: Select 1 of these required major subject areas: mathematics, science, social studies, the arts (visual or performing), physical education, or health education, and select a specific grade level focus 6–12.

    _Note_:

    – Your academic language vocabulary lesson should integrate both reading and writing into the content area of vocabulary instruction. Do not use a lesson plan from an already published source.
    – You may use this lesson plan as 1 of the 4 required lesson plans for your Week 6 Summative Assessment: Teaching Strategies Content Area Literacy Unit assessment*.

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