PSCI 107: Leadership, Ethics and Democracy (LEAD)
Instructor: Dr. Linda S. Maule
E-Mail: Linda.Maule@indstate.edu
Office: Mezzanine Rhoads Hall
Office Hours: By appointment. Please contact Ms. Wendy Cox at 812.237. 3940 or
Wendy.Cox@indstate.edu
Phone: 812-237-3940
Blackboard Website: http://blackboard.indstate.edu
Foundational Studies Credit: Ethics and Social Responsibility
Students who successfully complete “Leadership, Ethics and Democracy” will meet the 2010
Foundational Studies Ethics and Social Responsibility requirement.
Foundational Studies and “Leadership and Social Responsibility”
Beyond preparing you for your profession, a central goal of higher education is to assist you in
understanding the world in which you live and to help you navigate it effectively.
The primary learning objective of “Leadership, Ethics, and Democracy” is to apply ethical
decision-making and social responsibility as you navigate your role as a democratic citizen.
Course Description:
In this Foundational Studies Ethics and Social Responsibility course, we will explore the
philosophical, historical, political, legal, and social foundations of social responsibility. We also
will interrogate different perspectives on leadership, ethics, activism, diversity, and democracy.
This course examines ethical perspectives about why we as individuals might or might not be
obligated to engage in activities with the explicit purpose of benefiting people other than
ourselves through the political process. The class examines what categories of people we might
do so for, on the basis of social class, race/ethnicity, gender, and sexual orientation.
It also focuses on issues prevalent in the media and on the agenda of the government at the time
of the class, and challenges students to decide what actions they should take regarding these
issues, and then take such action.
Foundational Studies Program Outcomes:
Taking “Leadership, Ethics, and Democracy,” as well as meeting the other requirements in
Foundational Studies, will help ensure that upon graduating from Indiana State University you
will have the knowledge base and skills to be successful professionals, consumers, and citizens
(see the Foundational Studies website http://www.indstate.edu/gened for a listing of the
Foundational Studies program objectives).
Specifically, this course will move students towards competence in the following Foundational
Studies learning outcomes:
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Locate, critically read, and evaluate information to solve problems
Critically evaluate the ideas of others;
Apply knowledge and skills within and across the fundamental ways of knowing;
Demonstrate the skills for effective citizenship and stewardship;
Demonstrate an understanding of diverse cultures within and across societies;
Demonstrate an understanding of the ethical implications of decisions and actions;
Express yourself effectively, professionally, and persuasively both orally and in writing.
Foundations Studies Learning Objectives for Ethics and Social Responsibility:
As noted above, when you successfully complete this course, you will be able to do the
following:
1. Understand the historical and philosophical bases of ethical decision-making and social
responsibility
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Assigned reading
Deliberative dialogue over assigned reading
Summary, Reaction, and Analysis papers
Quizzes
Final Project over Poverty, Hunger, or Homelessness
2. Use independent thinking, critical analysis, and reasoned inquiry when assessing
personal, professional, and societal issues;
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Deliberative dialogue over assigned reading
Summary, Reaction, and Analysis papers
Final Project over Poverty, Hunger, or Homelessness
3. Demonstrate the ability to make personal and professional decisions by applying
knowledge and skills obtained from the study of ethics and theories of social
responsibility
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Deliberative dialogue over assigned reading
Summary, Reaction, and Analysis papers
Final Project over Poverty, Hunger, or Homelessness
4. Articulate how one’s ethical framework and understanding of social responsibility shape
one’s actions.
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Deliberative dialogue over assigned reading
Summary, Reaction, and Analysis papers
Final Project over Poverty, Hunger, or Homelessness
Skill and Applied Learning Requirements:
Every Foundational Studies designated course must assist students in developing and improving
their critical thinking, information literacy, and written communication skills.
In this class, the following assignments will assist you in meeting these skills:
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Assigned reading (critical thinking skills)
Deliberative dialogue over the assigned reading (critical thinking skills)
“Summary, Reaction, and Analysis” papers (critical thinking and written
communication skills)
Final Project on Poverty, Hunger, or Homelessness (critical thinking, information
literacy, and written communication skills)
In addition to the above skill and applied learning requirements, in the category of Ethics and
Social Responsibility you will:
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Apply what you are learning to real world scenarios (Participate in experiential
learning/community engagement activities and final project )
Identify and solve problems
Critically read and analyze text-based materials beyond textbooks
Course Information and Policies:
Participation: You cannot meet the objectives of this course by being a passive learner. To
develop critical thinking skills and information literacy skills—two of the required skill and
applied learning requirements of this course—you must do. That is you must engage in active
learning (e.g., write and re-write, research, assess the quality of your sources, and conduct better
more refined research, and apply that which you have learned to real world scenarios).
Sycamore Standard: Students at Indiana State University are expected to accept certain personal
responsibilities that constitute the "standard" for behavior in a community of scholars.
As a student at Indiana State University:
I will practice personal and academic integrity; I will commit my energies to the pursuit of truth,
learning, and scholarship; I will foster an environment conducive to the personal and academic
accomplishment of all students; I will avoid activities that promote bigotry or intolerance; I will
choose associations and define my relationships with others based on respect for individual
rights and human dignity; I will conduct my life as a student in a manner that brings honor to me
and to the University Community; I will discourage actions or behaviors by others that are
contrary to these standards.
Adopted by the Indiana State University Student Government Association April 17, 2002
Civility: I expect that you will treat me and your classmates with respect. Disrespectful behavior
includes but is not limited to distracting side-bar conversation, using technology (cell phone,
laptop) for non-class purposes, and rude actions or verbal responses. Moreover, since discussion
is a key component of this class, you are expected to listen closely to what people say and to
formulate your responses with the understanding that reasonable people can disagree.
Academic Dishonesty (Plagiarism): In academia, our ideas are our currency. Since this is the
case, we make sure that we recognize appropriately the work (or ideas) of others that we use and
we expect them to do the same when they use our ideas. You, too, are expected to give credit
when using another person’s ideas. When writing a paper, you must use correctly either the
MLA or APA citation style. If you intentionally plagiarize (falsify or contrive sources, lift text
directly from a book or website, submit another person’s work as your own, etc.), you will earn a
0% on the assignment in question and I will report your conduct to Student Judicial.
Academic Freedom: According to the American Association of University Professors 1940
statement on academic freedom “teachers are entitled to freedom in the classroom in discussing
their subject.” What academic freedom entails is further clarified in the following passages.
It is not appropriate for professors to indoctrinate: to dogmatically assert that propositions
that are uncertain are fact. But, as stated by the AAUP “indoctrination occurs only when
instructors dogmatically insist on the truth of propositions by refusing to accord their students the
opportunity to contest them.” It is appropriate for a professor to assert that a proposition is true
if this is based on the professor’s study and research. Professors should note when there is
controversy about a topic within their discipline, but are not required to do so. It is also a
fundamental error to assume that materials assigned by a teacher are endorsed by a teacher.
Professors are free to select material and ideas in class that in her or his professional
opinion is most relevant to understanding the phenomena under study. They may not omit the
teaching of major ideas in their discipline that are generally perceived as absolutely essential, but
such ideas are rare in the social sciences. An instructor has the freedom to introduce a broad and
diverse number of subjects to a class if they deem that they are relevant to the subject matter at
hand.
These passages were adapted from the AAUP’s statements about academic freedom
http://www.aaup.org/AAUP/issues/AF/ ).
Americans with Disabilities Act Policy: “Indiana State University seeks to provide effective
services and accommodation for qualified individuals with documented disabilities. If you need
an accommodation because of a documented disability, you are required to register with
Disability Support Services at the beginning of the semester. Contact the Director of Student
Support Services. The telephone number is 237-2301 and the office is located in Gillum Hall,
Room 202A. The Director will ensure that you receive all the additional help that Indiana State
offers. If you will require assistance during an emergency evacuation, notify your instructor
immediately. Look for evacuation procedures posted in your classrooms.”
Assigned Reading
Alan Johnson, Privilege, Power, and Difference
Jodi Picoult, Nineteen Minutes
Course Requirements
Discussion Forums: (4 x 25) 100 points
Discussion Forum #1 DUE by 11:55 pm on Sunday, February 6
Discussion Forum #2 DUE by 11:55 pm on Sunday, February 13
Discussion Forum #3 DUE by 11:55 pm on Sunday, February 20
Discussion Forum #4 DUE by 11:55 pm on Sunday, February 27
Quizzes: 100 points
Quiz #1 Due by 11:55pm on Sunday, January 23
Quiz #2 Due by 11:55 pm on Sunday, January 30
Quiz #3 Due by 11:55 pm on Sunday, March 6
Quiz #4 Due by 11:55 pm on Sunday, March 20
4 page Summary, Reaction, and Analysis Paper: 100 points
SRA #1: Iron Jawed Angels (50 points)………………….Due: January 30 by 11:55pm
SRA #2: Crash (50 points)………………………………..Due: March 27 by 11:55pm
6 page Summary, Reaction, and Analysis Paper: 100 points
SRA #3: Nineteen Minutes………………………………...Due: April 10 by 11:55pm
Problem Based Inquiries (4 x 50) = 200 points…………………Due: April 24 by 11:55pm
Problem Based Inquiry #1
Problem Based Inquiry #2
Problem Based Inquiry #3
Problem Based Inquiry #4
Volunteer Activity……………………………………………… Complete by April 24 by
11:55pm
Poverty or Hunger or Homelessness Final Project: 200 points..Due: May 1 by 11:55pm
Peer Evaluation Group Members = 50 points
Quality of Sources = 50 points (Marsha Miller Library Liaison)
Quality of Power Point = 50
Questions for Final Exam = 50 (place after the power point slides describing each group
members’ volunteer activity).
Final Exam: 100 pts………………………………………………Due: May 8 by 11:55pm
Grading Scale
970-1000 = A + (you will be assigned an A+ if you earned the grade without extra credit)
940-969 = A
900-939 = A870-899 = B+
840-869 = B
800-839 = B770-799 = C+
740-769 = C
700-739 = C670-699 = D+
640-669 = D
600-639 = D599 and below = F
Course Outline
Week #1: Introduction
Watch Iron Jawed Angels
Week #2: A Different Mirror: A History of Multicultural America
Chapter 1, “A Different Mirror”
Chapters 2, “The Tempest in the Wilderness: A Tale of Two Frontiers,”
Quiz #1 DUE by 11:55 pm on Sunday, January 23
Week #3: A Different Mirror
Chapter 3, “The Giddy Multitude”
Chapter 6, “Emigrants from Erin”
Paper #1 Iron Jawed Angels, DUE by 11:55 pm on Sunday, January 30th
Quiz #2 DUE by 11:55 pm on Sunday, January 30th
Week #4: Privilege, Power, and Difference/ Killers of the Dream
Chapters 1-2, Privilege, Power, and Difference
“Two Men and a Bargain, “Killers of the Dream
Read Nineteen Minutes
Discussion Forum #1 DUE by 11:55 pm on Sunday, February 6
Week #5: Privilege, Power, and Difference/ Killers of the Dream
Chapters 3-4, Privilege, Power, and Difference
“Custom of Conscience,” Killers of the Dream
Read Nineteen Minutes
Discussion Forum #2 DUE by 11:55 pm on Sunday, February 13
Week #6: Privilege, Power, and Difference
Chapters 5-6, Privilege, Power, and Difference
Watch Crash
Read Nineteen Minutes
Discussion Forum #3 DUE by 11:55 pm on Sunday, February 20
Week #7: Privilege, Power, and Difference
Chapters 7-9, Privilege, Power, and Difference
Watch Crash
Read Nineteen Minutes
Discussion Forum #4 DUE by 11:55 pm on Sunday, February 27
Week #8: Work on Papers/ Quiz over Privilege, Power, and Difference/ Killers of the
Dream
Quiz #3 Due by 11:55 pm on Sunday, March 6
Week #9: Spring Break
Week #10: Leadership/Ethics/Social Responsibility
Chapters 1 and 2, The Student Leadership Challenge
Chapter 1, Soul of a Citizen
Ethics Readings TBA
Quiz #4 Due by 11:55 pm on Sunday, March 20
Week #11: Problem Based Inquiry #1
Work on PBI #1
Work on Group Project
Paper #2, SRA over Privilege, Power, and Difference and Crash DUE by 11:55pm on March 27
Week #12: Problem-Based Inquiry #2
Work on PBI #2
Work on Group Project
Week #13: Problem Based Inquiry #3
Work on PBI #3
Work on Group Project
Paper #3, Summary, Reaction and Connection between Privilege, Power, Difference and
Nineteen Minutes DUE by 11:55 pm on Sunday, April 10
Week #14: Problem Based Inquiry #4
Work on PBI #4
Work on Group Project
Week # 15: Work on Final Project /Problem-Based Inquiries/Volunteer Activity
All problem-based inquiries are DUE by 11:55 pm on Sunday, April 24
Volunteer Activity should be completed
Week #16: Final Project
Final Group Power Point Projects DUE by 11:55pm on Sunday, May 1
Week # 17: Final Exam
Final exam to be completed by 11:55 pm on Sunday, May 8.
Course evaluations to be submitted after grades are posted
Guidelines
Summary, Reaction, Analysis Paper #1
Iron-Jawed Angels (50 points)
Submit via the assignment folder on the Blackboard site (http://blackboard.indstate.edu). Upload
the paper. Please do not copy and paste.
Pre-paper writing:
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Please read Chapters 1-3 of Doing Honest Work in College (located in the “Paper
Resources” folder on the Blackboard site).
Please determine whether you will be following the APA or the MLA citation style.
Please go to OWL—the link is in the “Paper Resources” folder on the Blackboard
website—and familiarize or re-familiarize yourself with the citation style you have
chosen to follow.
Paper Length: 4 pages (no more, no less)
Page 1: Summarize Iron-Jawed Angels
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Use your own words to summarize the movie
Do not borrow language from movie trailers or movie critics
Do not waste space identifying the actors and the role they played
Do identify the major characters
Focus on those parts of the movie that connect to the major themes of this class—
leadership, ethics, activism, diversity, social responsibility, and democracy.
Page 2: React to Iron-Jawed Angels
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Do not express whether you thought the movie was boring, exciting, well acted (etc.)
Use “I,” but do not use an informal or unprofessional tone
Make sure that this section is coherent and well organized (do not fall into the ramblings
associated with a “free-flow of consciousness”)
Do express your reaction to critical events in the movie
Do express how critical events in the movie might connect to your life
Do express how you may have acted/reacted under similar circumstances
Page 3: Analysis—connecting the movie to the major themes of this class
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What did this movie teach you about
o Leadership
o Ethics
o Activism
o Diversity
o Democracy
o Social Responsibility
Page 4: Work Cited
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Use either the MLA or APA citation style
Cite only the movie
Do not use any other sources
Make sure that if your entry is two lines in length that you indent the correct line
Additional requirements:
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Do not include a cover page (it is not necessary since you will be submitting your paper
via the Blackboard site)
Name in right hand corner of page #1
Title: Summary, Reaction, and Analysis Paper #1: Iron-Jawed Angels—centered directly
below name (one-double space between your name and the title of the paper and one
double space between the title of the paper and the first paragraph of the paper).
Double-spaced
10-12 point font
Standard (that is, not funky) font (Times New Roman, Arial, Calibri)
Standard margins
Standard indent at the beginning of each paragraph
Succinct introduction that introduces Iron-Jawed Angels
Succinct conclusion that ties everything together
Warning: You will earn a deficient grade (D+ or below) for committing any one of the following
critical errors:
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Not introducing Iron-Jawed Angels in the first paragraph
Not following the paper structure (to a tee)
Incorrectly formatting your work-cited page
Using other sources
Plagiarizing (representing someone else’s work as your own)
Guidelines
Summary, Reaction, Analysis Paper #2
Crash as viewed through the lens of Privilege, Power, and Difference (50 points)
Submit via the assignment folder on the Blackboard site (http://blackboard.indstate.edu). Upload
the paper. Please do not copy and paste.
Pre-paper writing:

Please read Chapters 1-3 of Doing Honest Work in College (located in the “Paper
Resources” folder on the Blackboard site).


Please determine whether you will be following the APA or the MLA citation style.
Please go to OWL—the link is in the “Paper Resources” folder on the Blackboard
website—and familiarize or re-familiarize yourself with the citation style you have
chosen to follow.
Paper Length: 4 pages (no more, no less)
Page 1: Summarize Crash
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Use your own words to summarize the movie
Do not borrow language from movie trailers or movie critics
Do not waste space identifying the actors and the role they played
Do identify the major characters
Focus on those parts of the movie that connect to the major themes of this class—
leadership, ethics, activism, diversity, democracy, and social responsibility.
Page 2: React to Crash
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



Do not express whether you thought the movie was boring, exciting, well acted (etc.)
Use “I,” but do not use an informal or unprofessional tone
Make sure that this section is coherent and well organized (do not fall into the ramblings
associated with a “free-flow of consciousness”)
Do express your reaction to critical events in the movie
Do express how critical events in the movie might connect to your life
Do express how you may have acted/reacted under similar circumstances
Page 3: Analysis—connecting the movie to significant concepts in Privilege, Power, and
Difference, as well as to the relevant themes of this class (leadership, ethics, activism, diversity,
democracy and social responsibility.
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Use direct quotes from Privilege, Power, and Difference to define significant concepts
Use paraphrases or direct quotes from other readings that may relate to Crash and
Privilege, Power, and Difference.
Page 4: Work Cited
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Use either the MLA or APA citation style
Cite Crash, Privilege, Power, and Difference, and any other texts that you use.
Make sure that if your entry is two lines in length that you indent the correct line
Additional requirements:
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Do not include a cover page (it is not necessary since you will be submitting your paper
via the Blackboard site)
Name in right hand corner of page #1
Title: Summary, Reaction, and Analysis Paper #2: Crash—centered directly below name
(one-double space between your name and the title of the paper and one double space
between the title of the paper and the first paragraph of the paper).
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Double-spaced
10-12 point font
Standard (that is, not funky) font (Times New Roman, Arial, Calibri)
Standard margins
Standard indent at the beginning of each paragraph
Succinct introduction that introduces Crash and Privilege, Power and Difference, as well
as the key concepts and themes that you will be discussing in your analysis
Succinct conclusion that ties everything together
Warning: You will earn a deficient grade (D+ or below) for committing any one of the following
critical errors:
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Not introducing Crash and Privilege, Power and Difference in the first paragraph, as well
as the key concepts and themes that you will be discussing in your analysis
Not following the paper structure (to a tee)
Not including direct quotes from Privilege, Power and Difference
Not citing Crash and Privilege, Power and Difference as well as any other sources used
Incorrectly formatting in-text citations
Incorrectly formatting work-cited page
Plagiarizing (representing someone else’s work as your own)
Guidelines
Summary, Reaction, Analysis Paper #3
Privilege, Power, and Difference and Nineteen Minutes
(100 points)
Submit via the assignment folder on the Blackboard site (http://blackboard.indstate.edu). Upload
the paper. Please do not copy and paste into the narrative box.
Pre-paper writing:



Please read Chapters 1-3 of Doing Honest Work in College (located in the “Paper
Resources” folder on the Blackboard site).
Please determine whether you will be following the APA or the MLA citation style.
Please go to OWL—the link is in the “Paper Resources” folder on the Blackboard
website—and familiarize or re-familiarize yourself with the citation style you have
chosen to follow.
Paper Length: 6 pages (no more, no less)
Page 1-2: Summarize Nineteen Minutes
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Use your own words to summarize the novel
Do not borrow language from critics
Do identify the major characters in the novel
Focus on those parts of the novel that connect to the major themes of this class—
leadership, ethics, activism, diversity, democracy, and social responsibility.
Page 3: React to Nineteen Minutes
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



Do not express whether you thought the novel was boring, exciting, well acted (etc.)
Use “I,” but do not use an informal or unprofessional tone
Make sure that this section is coherent and well organized (do not fall into the ramblings
associated with a “free-flow of consciousness”)
Do express your reaction to critical events in the novel
Do express how critical events in the novel might connect to your life
Do express how you may have acted/reacted under similar circumstances
Page 4-5: Analysis—connecting the movie to significant concepts in Privilege, Power, and
Difference, as well as to the relevant themes of this class (leadership, ethics, activism, diversity,
democracy and social responsibility.
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Use direct quotes from Privilege, Power, and Difference to define significant concepts
Use paraphrases or direct quotes from other readings that may relate to Nineteen Minutes
and Privilege, Power, and Difference.
Page 6: Work Cited
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Use either the MLA or APA citation style
Cite all sources
Make sure that if your entry is two lines in length that you indent the correct line
Additional requirements:








Do not include a cover page (it is not necessary since you will be submitting your paper
via the Blackboard site)
Name in right hand corner of page #1
Title: Summary, Reaction, and Analysis Paper #3: Nineteen Minutes—centered directly
below name (one-double space between your name and the title of the paper and one
double space between the title of the paper and the first paragraph of the paper).
Double-spaced
10-12 point font
Standard (that is, not funky) font (Times New Roman, Arial, Calibri)
Standard margins
Standard indent at the beginning of each paragraph


Succinct introduction that introduces Nineteen Minutes and Privilege, Power, and
Differenced, as well as the key concepts and themes that you will be discussing in your
analysis
Succinct conclusion that ties everything together
Warning: You will earn a deficient grade (D+ or below) for committing any one of the following
critical errors:







Not introducing Nineteen Minutes and Privilege, Power, and Difference in the first
paragraph, as well as the key concepts and themes that you will be discussing in your
analysis
Not following the paper structure (to a tee)
Not including paraphrases and direct quotes from multiple sources
Not citing any sources used
Incorrectly formatting in-text citations
Incorrectly formatting work-cited page
Plagiarizing (representing someone else’s work as your own)
Poverty, Hunger, and Homelessness: Four Problem-Based Inquiries (4 x 50 = 100 points)
Submit via the assignment folder on the Blackboard site (http://blackboard.indstate.edu). Upload
the paper. Please do not copy and paste into the narrative box.
General Requirements for Problem-Based Inquiries
3 pages in length (no more, no less)
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Pages 1-2: Response to the problem-based inquiry
Page 3: Work Cited page
Do not include a cover page (it is not necessary since you will be submitting your paper via the
Blackboard site)
Name in right hand corner of page #1
Title: Problem Based Inquiry #__:—centered directly below name (one-double space between
your name and the title of the paper and one double space between the title of the paper and the
first paragraph of the paper).
Double-spaced
10-12 point font
Standard (that is, not funky) font (Times New Roman, Arial, Calibri)
Standard margins
Standard indent at the beginning of each paragraph
Problem-Based Inquiry #1: Define the term
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Define poverty or hunger or homelessness
Identify and define sub-issues that fall under poverty or hunger or homelessness
Other terms used synonymously with poverty or hunger or homelessness
Identify documentaries and popular films that focus on poverty or hunger or
homelessness
Problem-Based Inquiry #2: The Extent of Poverty, Hunger, and Homelessness
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Provide statistics/quantitative data that demonstrate the magnitude of poverty or hunger
or homelessness:
o Globally
o Nationally
o Indiana
o Wabash Valley
o Terre Haute
o Indiana State University
Explain why your sources for the above information are to be trusted
Explain why even trusted sources may have statistics or data that is not entirely accurate
when it comes to reporting the magnitude of gendered violence
Problem-Based Inquiry #3 Explanations of Poverty or Hunger or Homelessness
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Identify and describe multiple explanations for the existence/occurrence of poverty or
hunger or homelessness
o Economic
o Historical
o Psychological
o Sociological
Problem-Based Inquiry # 4: Eradication of Poverty or Hunger or Homelessness
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Identify and describe arguments for the eradication of poverty or hunger or homelessness
o Ethical
o Economic
o Historical
o Political
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o Sociological
Identify and describe efforts to eradicate poverty or hunger or homelessness
o Leadership (key voices in the fight)
o Engagement and Activism (local, state, national, international grassroots efforts,
as well as not-for-profits)
o Democracy (legal-laws-and court decisions, political--policy)
Final Project: Poverty, Power, or Homelessness (200 points)
Due Date: Please delegate one group member to submit the power point via the Assignment
folder of the Blackboard site (http://blackboard.indstate.edu).
Point Allocation:
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Quality of Individual Contribution to the Project—50 points
(as determined by group members)
Overall Quality of Power Point--100 points
Quality of Content/Sources –50 points
Please note that the final project will help you to:
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Understand the historical and philosophical basis of ethical decision-making and social
responsibility within the context of poverty, hunger or homelessness
Use independent thinking, critical analysis, and reasoned inquiry when assessing the
societal issue of poverty, hunger, or homelessness
Demonstrate the ability to make decisions relating to poverty, hunger, or homelessness
by applying knowledge and skills obtained from the study of ethics and theories of social
responsibility
Articulate how one’s ethical framework and understanding of social responsibility shape
one’s actions in the area of poverty, hunger or homelessness;
Please also note that it will assist you in developing the following skills
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Critical thinking
Information Literacy
Writing
Lastly the final project will assist you in meeting the following Foundational Studies program
learning outcomes
By the time you graduate from Indiana State University, you should be able to:
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Locate, critically read, and evaluate information to solve problems;
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Critically evaluate the ideas of others;
Apply knowledge and skills within and across the fundamental ways of knowing;
Demonstrate the skills for effective citizenship and stewardship;
Demonstrate an understanding of diverse cultures within and across societies;
Demonstrate an understanding of the ethical implications of decisions and actions;
Express yourself effectively, professionally, and persuasively both orally and in writing.
Power Point Requirements
Section I: Introduction
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Title--Final Project:________________ (Poverty, Hunger, or Homelessness)
Names (first and last) of group members
Section II: Identify the problem
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Define the term (Poverty, Hunger, or Homelessness)
Multiple definitions from authorities on the subject preferred
Section III: The extent of the problem
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Provide statistics/quantitative data that demonstrate the magnitude of the problem:
o Globally
o Nationally
o Indiana
o Vigo County
o Terre Haute
Provide statistics/quantitative data that demonstrates the ethnic, racial, and gendered
aspects of the problem
o Globally
o Nationally
o Indiana
o Vigo County
o Terre Haute
Explain why your sources for the above information are to be trusted
Explain why even trusted sources may have statistics or data that are not entirely accurate
when it comes to reporting the magnitude of poverty, hunger, or homelessness
Section IV: Explanations for why the problem exists (Poverty, Hunger, or Homelessness)
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Economic
Historical
Psychological
Political
Sociological
Section V: Identify and describe arguments for addressing the problem (Poverty, Hunger, or
Homelessness)

Ethical
o Natural Rights (negative conception of rights)
o Utilitarian
o Deontological (positive conception of rights)
o Other

Economic
o Capitalist/Free Market
o Liberal Welfare
o Socialism
o Other
Political
o Libertarians
o Liberals
o Conservative
o Other
Sociological
o Family
o Community
o Systemically
o Other
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Section VI: Identify Key Voices (Leadership) that are addressing the problem (Poverty, Hunger
or Homelessness)
Section VII: Identify and describe Grassroots (Engagement and Activism) as well as Not-forProfits’ efforts to address the problem (Poverty, Hunger or Homelessness)
Section VIII: Identify the way in which the problem (Poverty, Hunger or Homelessness) is
being addressed through mechanism associated with democracy)
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Laws
Court decision
Political platforms
State or Federal policy
Bureaucracy
Section IX: Individual Response to the problem (Poverty, Hunger, or Homelessness)
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Each group member shall articulate how his or her ethical framework and understanding
of social responsibility will shape his or her actions in the area of poverty, hunger or
homelessness
Section X: Work Cited Page
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At least 20 high quality sources
Volunteer Activity
100 points
1. Select a not-for-profit or not-for-profits at which to volunteer for no fewer than four
hours.
2. Conduct research on the services the not-for-profit provides to the community (before
volunteering at the not-for-profit).
3. Find out whether you can volunteer or provide service without a background check
4. Reaction: Include in the reaction (to follow the work cited page of your power point
presentation) the following information (there should be one for each group member)
a.
b.
c.
d.
Description of the not-for profit you at which you volunteered
Description of the services the not-for-profit provides to the community
Description of the service/volunteer activity (what you did)
Analysis—what did you learn in terms of
i. Poverty, Hunger, or Homelessness
ii. Leadership
iii. Ethics
iv. Activism
v. Democracy
vi. Social Responsibility