ASSIGNMENT 3 Students are required to research and write a substantive 1500-word essay critically evaluating one trend or initiative in civics and citizenship education either in Australia or...

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ASSIGNMENT 3 Students are required to research and write a substantive 1500-word essay critically evaluating one trend or initiative in civics and citizenship education either in Australia or internationally. Essay topics will be provided in Week 1. The essay must draw on academic research, policy reports, and media analyses beyond the unit material (students are expected to conduct extensive research and cite at least 8-10 sources in their essay). The assessment will enable students to think critically and reflectively, demonstrate values, knowledge, skills and attitudes appropriate to the discipline, solve problems in a variety of settings taking local and international perspectives into account, and locate, organise, analyse, synthesise and evaluate information. Due date: 2 November 2020, 12pm Weighting: 50% Length and/or format: 1500-words Purpose: To give students the opportunity to critically evaluate one trend or initiative in civics and citizenship education either in Australia or internationally Learning outcomes assessed: LO3, LO4 How to submit: Via Turnitin on LEO Return of assignment: Electronic submission, marking and return are being used for this unit for standard written tasks, however practical tasks will receive written feedback from the LIC. Grades and feedback for each assignment will be returned within three weeks of the submission date Assessment criteria: Students will be assessed for how well their essays: (i) demonstrate the capacity to gather and analyse solutions to civic problems through evidence-based argument and evaluation of secondary sources; (ii) apply relevant concepts and trends to the analysis of civics and citizenship education in a way that informs students’ own practices of engaged citizenship Rubric Criteria Not attempted Needs Improvement Developing Accomplished Advanced Demonstrates the capacity to gather and analyse solutions to civic problems through evidence-based argument and evaluation of secondary sources Significant misconceptions that result in inability to analyse appropriate solutions. Major problems with engagement with sources (e.g. few sources) of little relevance to the topic Basic analysis of solution to civic problems. A limited engagement with sources (at least 5 mostly academic) of some relevance to the topic Good analysis of solutions to civic problems. Argument somewhat unclear, too general/vague or not sustained well throughout response. Good engagement with relevant sources (at least 6-7 mostly academic) but minor problems with understanding argument Comprehensive analysis of solutions to civic problems that is backed by a clear argument. Minor problems with sustaining argument throughout response. Good engagement with a wide range of sources (at least 8-9 mostly academic). Clear understanding of arguments in literature Comprehensive analysis of solutions to civic problems that is backed by well developed independent analysis. Excellent engagement with a wide range of sources (at least 10 mostly academic). Excellent understanding of arguments in literature Apply relevant concepts and trends to the analysis of civics and citizenship education in a way that informs the students’ own practices of engaged citizenship No analysis of relevant concepts and trends to the analysis of civics and citizenship education in a way that informs students’ own practices of engaged citizenship The essay demonstrates the student has analysed the relevant concepts and trends to the analysis of civics and citizenship education in a way that informs student’s own practices of engaged citizenship. However, the analysis is largely rudimentary and requires further research and refinement. The essay demonstrates the student has attempted to analyse the relevant concepts and trends to the analysis of civics and citizenship education in a way that informs student’s own practices of engaged citizenship. The analysis requires more nuance and greater effort to highlight student’s own insights. The essay demonstrates the student has sufficiently analysed the relevant concepts and trends to the analysis of civics and citizenship education in a way that informs student’s own practices of engaged citizenship. The analysis is, for the most, integrated into the student’s own insights. The essay demonstrates the student has fully analysed the relevant concepts and trends to the analysis of civics and citizenship education in a way that informs student’s own practices of engaged citizenship. The analysis is integrated into the student’s own insights. · The third question available to you courtesy of Mark is in what ways, a young people's political engagement changing. So for this. · For this question. It's going to be really critical that you first establish what you mean by political engagement. · What standards of political engagement. Are you accepting and your definition. You're then going to have to based upon that definition of political engagement. · Give your radar some sense of how young people have engaged with politics in the past and how that is different or the same as now. · Based upon whether or not you agree or disagree. · But essentially, the way that that question is formed is that you must demonstrate that they are in fact changing so · Need to demonstrate I how young people have engaged in the past, and then how the way in which they're engaging in the present is different to that and perhaps suggest why that might be. · Again, it's really important that way you can you seek to use both local and national and or global example so that you can demonstrate that breadth of understanding across the unit References needed at least 8 to 10 Trusted articles that are suitable academically and also which are not more than 10 years old