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HSP 3U1: Unit 2 Culminating Activity, Identity and Behaviour Profile

In class and at home, you will have had a chance to study and evaluate different personality traits and theories of personality development. You will now identify an aspect of your personality that you think is important in defining who you are as a person. You will then apply the previously studied traits and theories to yourself. As support for your analysis, you will use examples gathered from research on current events.

Short Essay Topic:

Based on the information you have learned about personality development, write a paragraph explaining how at least two theories helped shape your own personality. Refer to specific personality traits that you have and how they might have been formed by the elements of the various theories.

Hints on Essay Structure:

– Follow the structure given on the Social Studies Essay Rubric and also include these additional points.

– In the Introductory paragraph, be sure to describe the behavior and personality trait you will analyze. You should also briefly introduce the theories that you will apply in your analysis.

– Your thesis statement should refer to the theories explain your behavior and personality trait.

– For the first Body paragraph, write about one theory and how it explains your behavior and personality trait. Be sure to fully explain how the theory applies to your trait, and then use an example from current news events to illustrate your point.

– For the second body paragraph, write about another theory and the same trait. Make the same kind of explanation and analysis as you did in the first body paragraph.

– In the Concluding paragraph, end with a point about what your analysis of behavior and personality tells us about your identity.

Evaluation:

Social Studies Essay Rubric. Please hand in rubric with paragraph.

You may write in first person for this essay.

Length:

Approximately 2 pages, double-spaced

Rubric for Identity and Behaviour Profile

| |Levels of Achievement |

|Criteria |Level 4 |Level 3 |Level 2 |Level 1 |

|Understanding (K) |Consistently demonstrates a |Demonstrates a considerable |Demonstrates some |Demonstrates limited |

|Understanding of terminology, |thorough understanding |understanding, through correct |understanding, through some |understanding, through |

|facts and concepts related to |through correct application, |application, definition and |correct application, definition|incorrect or missing |

|topic |definition and usage of |usage of facts, terms, etc. |and usage of facts, terms, etc.|application, definition and |

| |facts, terms, etc. | | |usage of facts, terms, etc. |

|Evidence and Examples (T) |Each point has been supported|Most points have been supported|Some points have been |Limited support of points, |

|Relevant supporting evidence, |with relevant evidence, |with relevant evidence, |supported, some evidence not |evidence mostly irrelevant or |

|sufficient quantity of |substantial number of |sufficient use of |relevant, insufficient or |inaccurate, limited or |

|facts/examples |facts/examples used |facts/examples |missing some facts/examples |unrelated facts/examples |

|Connection to thesis | | | | |

| |Clear and explicit connection| |Indirectly related to thesis |Not related to thesis |

| |to thesis |Related to thesis | | |

|Structure ( A ) | | | | |

|Essay has: |Essay has all the necessary |Essay is missing or weak in one|Essay is missing or weak in a |Essay is missing or weak in |

|- clear, informative introductory|components |or two components |few components |several parts |

|paragraph,; | | | | |

|- 2 body paragraphs relating to 2| | | | |

|of the personality theories; | | | | |

|- good conclusion, topic & | | | | |

|concluding sentences | | | | |

|Mechanics of Writing ( C ) | | | | |

|Essay: Correct grammar and |Essay has all the necessary |Essay is missing or weak in one|Essay is missing or weak in a |Essay is missing or weak in |

|spelling used |components |or two components |few components |several parts |

|Appropriate style | | | | |

|- Written in first person | | | | |

|SCORES |4++ (100%) 4+ (94%), 4 (88%), 4- (82%), 3+ (78%), 3 (75%), 3- (72%), 2+ (68%), 2 (65%), 2- (62%), 1+ (58%), 1 (55%), 1- (52%)|

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