diversity of communication purpose, audience, context, and ethics. Engage with complex questions to achieve identified goals Develop and support a relevant, informed thesis or point of view that is appropriate for its audience, purpose and occasion. Analyze and evaluate texts to identify their argumentative, credible and ethical elements; students should also be able to reflect on civic responsibility as it relates to written discourse. Evaluate claims in terms of clarity, credibility, reliability, and accuracy Demonstrate the ability to identify, analyze and generate claims, arguments, and positions Identify and evaluate Generate increasingly nuanced questions (interpretations, ideas) about literature and explain why those questions matter. Demonstrate an understanding of broader cultural, historical, or conceptual contexts of particular issues, ideas, objects, or events- past and present. Discriminate between association and causation, and identify the types of evidence used to establish causation. Identify, conceptualize and evaluate basic global problems Identify, conceptualize and evaluate the history and development of American involvement in world affairs Identify, conceptualize and evaluate the nature and development of the intellectual concepts that structure American political activity Understand how individual and sociocultural factors interact in the development of beliefs, behaviors, and experiences of oneself and others. Understand the dimensions of wellness, the various factors affecting each dimension, and how dimensions are interrelated. Understand the relationship between personal behaviors and lifelong health and wellness.
Locates selects, and uses information to investigate multiples disciplinary perspectives number of sources that are relevant, credible, integrative, and purposeful. Information resources are evaluated based on the information need and the context in which the information will be used. Alternative viewpoints are thoroughly explored. number of sources that are relevant, credible, integrative, or purposeful. Information is taken from sources with enough interpretation/evaluation to develop a coherent analysis or synthesis. Alternative viewpoints are considered. that may not always be relevant, credible, integrative, or purposeful. Information is taken from sources with some interpretation/evaluation, but note enough to develop a coherent analysis or synthesis. Alternative viewpoints are acknowledged/mentioned. sources. Information is take from sources without any interpretation/evaluation. Alternative viewpoints are not considered. Multiple disciplinary perspectives In the context of a disciplinary perspective, demonstrates an understanding of broader general education issues, ideas, objects, or events – past and present. Provides significant, sophisticated, and imaginative integration of both disciplinary and general education perspectives. Provides adequate integration of both disciplinary and general education perspectives. Provides limited integration of disciplinary and general education perspectives. Includes no integration of disciplinary and general education perspectives. Conclusions, implications, and consequences Include an analysis and evaluation of pros, cons, and compromises. Opposing viewpoints and alternatives are explored and summarized. Consistently demonstrates superior knowledge and /or performance. Reflects logical scrutiny of the issue or problem. Clearly articulates the arguments made. Demonstrates average or adequate knowledge and/ or performance. Reflects logical scrutiny of the issue or problem. Articulates an argument. Demonstrates limited knowledge and awareness of the issue or problem. Lacks a clear argument. With additional effort, competence may be attainable. Lacks knowledge and awareness of the issue or problem. No argument or an illogical argument provided.