Ms. Kadri's Classroom Pensieve - Home



Balancing Act: Individualism, Collectivism and the Common GoodPreamble Both literature and popular culture are full of examples of societies past and present where either individualism or collectivism dominates. Novels, such as George Orwell’s 1984, Aldous Huxley’s Brave New World and Margaret Atwood’s Oryx and Crake, are examples of literature that explores this theme. Movies and television series also include portrayals of societies dominated by either individualism or collectivism. Examples may be found in the Mad Max movies, the Borg in the Star Trek series and the Arthurian movie First Knight.Some thinkers, e.g., Ayn Rand, Adam Smith, Milton Friedman, believe that individualism contributes to the common good while collectivism in the extreme may be contrary to the common good; e.g., totalitarian regimes. Other perspectives, e.g., Karl Marx, Jean-Jacques Rousseau, would suggest that collectivism contributes to the common good, while individualism in the extreme may be contrary to the common good; e.g., extreme market reforms.The following criteria can determine whether actions and ideologies will significantly advance the common good:Benefits all members in societyIs sustainable over the long termConsiders all perspectives of the common goodCan be attainable.Using these criteria as a guideline, discuss the degree to which individualism, collectivism, or a combination of the two, would be the basis for an ideal or utopian society.Task Create an account that describes a society in which either individualism or collectivism is dominant. The account must reflect clearly the challenges and opportunities such a society would face. It must: Accurately reflects either individualism or collectivismMakes clear and plausible connections to the implications for the common goodEffectively communicates the ideas to the intended audienceUses vocabulary associated with the conceptThe account could take the form of a short story, a ballad, a comic strip or a dramatic script. Suggest that students first prepare a draft of their fictional account in the form of a rough copy, a storyboard or a mind map.*You will have an opportunity to peer critique your work on Thursday, February 11, 2016. Due Wednesday, February 17, 2016RubricExploration and Analysis (16)Communication (4)Focus-Quality of the exploration of the issue(s)-Quality of analysis of various points of view on the issue(s)-Understanding of the assigned task-Organization and logic-Contribution of stylistic choices to the creation of voice (e.g. sentence variety and word choice)-Vocabulary (e.g. specific and accurate)-Sentence construction (e.g. clarity)-Grammar, mechanics (e.g. tense, punctuation, spelling, capitalization)ExcellentEExploration of the issue(s) is insightful and complete. Analysis is thoughtful and thorough and misconceptions, if present, do not detract from the response. There is a confident and perceptive understanding of various points of view and the assigned task. 16The writing is fluent and effectively organized. A convincing and engaging voice is used. Vocabulary is precise. The writing shows a confident control of sentence construction, grammar, and mechanics. Errors, if present, are unimportant. 4ProficientPfExploration of the issue(s) is specific and accurate. Analysis is appropriate and purposeful but may contain minor misunderstandings. A clear understanding of various points of view and the assigned task. 12.8The writing is straightforward and clearly organized. A distinct voice is used. Vocabulary is specific. The writing shows effective control of sentence construction, grammar, and mechanics. Errors do not detract from communication. 3.2SatisfactorySExploration of the issue(s) is valid but general and may contain misunderstandings. Analysis is general and straightforward. An acceptable understanding of various points of view and the assigned task. 9.6The writing is generally clear and functionally organized. Voice and vocabulary are adequate. The writing shows basic control of sentence construction, grammar, and mechanics. Errors do not seriously interfere with communication. 2.4LimitedLExploration of the issue(s) is vague and may contain large errors. Analysis is limited and over generalized or repetitive, but somewhat visible. There is a minimal understanding of various points of view and the assigned task. 6.4The writing is uneven and incomplete but is somewhat organized. Voice is inappropriate and/or unconvincing. Vocabulary is imprecise and/or inappropriate. The writing shows a uncertain control of sentence construction, grammar, and mechanics. Errors reduce communication. 1.6PoorPExploration of the issue(s) is wrong or unrelated. Analysis is minimal and/or tangential. There is a minimal understanding of various points of view and the assigned task. 3.2The writing is unclear and disorganized. Voice is unsuitable and/or ineffective. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction, grammar, and mechanics. Errors hurt communication. 0.8InsufficientINSPInsufficient is a special category. It is not an indicator of quality. It is assigned to assignment that do not contain a reasonable attempt to complete the task. ................
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