Multicultural issues in moral development assignment over

Multicultural Issues in Moral
Development Assignment
OVERVIEW
You will summarize the assigned readings and devise a lesson
plan in the context of higher
education. Teaching skills are essential in academia. Reading
for comprehension is one thing,
and reading for the purpose of teaching is another. You will be
given opportunities to read for the
purpose of teaching in the context of higher education while
thinking about and devising plans
for how to deliver of the content of the readings.
INSTRUCTIONS
Details:
Read Chapter 15-18
1. While completing the assigned readings for the Module:
Week, think about which topic
to cover in your lecture for college students. State your topic
and come up 3-4 objectives.
The first heading in the paper should be “Topic and
Objectives.” When listing objectives,
start with “After this lecture, students will be able to…”
2. The second heading should be “Summar y of the Lecture
Content.” Citing the assigned
readings (with pages as necessary), summarize the content to be

delivered in class. Your
summary should be at least 2 pages, double-spaced. Do not go
over 3 pages. The goal is
not to discuss all of the details to be discussed in class but to
summarize the lecture
content noting the most important concepts in a coherent
manner (showing their
connections to the overall topic and objectives).
3. Provide a 2-page, double-spaced, lesson plan for an hour-
long lecture on the chosen
topic. You can be creative here, but provide an outline of the
lecture followed by concrete
in-class activity/discussion ideas.
Further instructions:
1. This assignment is for your future teaching opportunities, so
think concretely about your
teaching context as a doctoral-level instructor and make it as
useful for you as possible.
2. Use current APA format with appropriate citations and
headings as well as a reference
page, but do not include the title and abstract.
Please see the Summary and Lesson Plan page under the
Summary and Lesson Plan
Resources for a link to Bloom’s Taxonomy information to
consider as your write your
objectives.
Note: Your assignment will be checked for originality via the
Turnitin plagiarism tool.

CH. 15 Gender, Sexual Orientation, and Discrimination Based
on Gender
and Sexual Orientation
According to the U.S. Census Bureau, in 2010, on average,
women earned 37% less than
men who were in equivalent jobs with equivalent levels of
education.
(U.S. Census Bureau, 2011)
Currently, lesbian and gay couples can obtain a legal, state
recognized civil marriage
or civil union (with equal state benefits associated with civil
marriage for heterosexual
couples) in only 17 states and the District of Columbia within
the U.S. Conversely, as
of 2012, 27 states have passed constitutional amendments
banning marriage and/or any
form of relationship recognition for same-sex couples,
essentially making any laws that
might protect same-sex couples unconstitutional in those states.
(Movement Advancement Project, 2012)
As evidenced by citations from the U.S. Census Bureau (2011)
and Movement Advancement
Project (2012), differential or discriminatory treatment based on
gender and sexual
orientation is pervasive in the United States. While gender and
sexual orientation are
foundational dimensions of one’s identity, they are also salient
social categories used by
individuals to make sense of their social worlds and to make
decisions regarding everyday
social situations and interactions (Ruble, Martin, & Berenbaum,

2006). Given the
importance of gender and sexual orientation as social
categories, people often base their
attitudes and behaviors toward others on their beliefs,
stereotypes, and expectations related
to gender and sexual orientation. In some instances, individuals
view differential attitudes
and behaviors as inherently unfair, prejudicial, or
discriminatory. In many instances, however,
individuals justify their attitudes or behavior as legitimate
based on their perception
of the inherent differences amongst people related to gender or
sexual orientation (e.g.,
men and women just like different things) or based on their
beliefs about “appropriate”
and “normal” roles and behaviors for men and women in a given
culture or society (e.g.,
heterosexuality is the only natural or normal form of sexuality).
Discrimination has been defined as the unjust or prejudicial
treatment of others based
on group membership or social category (Oxford, 2012).
Despite the fact that discrimination
is inherently a moral issue, individuals’ beliefs and attitudes
about differential treatment
of others based on gender and sexual orientation are complex
and involve both moral and
nonmoral elements. That is, discrimination related to gender
and sexual orientation involves
individuals’ beliefs about what is fair and just. It also includes
their beliefs about the fundamental
nature of gender and sexual orientation as inherent and
biologically determined properties of

human beings, their historically and culturally mediated
attitudes and beliefs about gender roles
and what it means to be a man or woman in a particular society,
as well as their stereotypes
associated with these social identities (Horn, 2012).
The formation of individuals’ beliefs and attitudes regarding
their own and others’ gender
and sexual orientation begins at a very young age and continues
to develop throughout
childhood and adolescence (Horn, 2007a; Martin & Ruble,
2002). Because of this,
stereotypes and prejudice based on gender and sexual
orientation and the factors related
to whether individuals view differential treatment based on
these social categories as a
moral issue often originate during these developmental periods.
Examining how young
people reason about discrimination based on gender and sexual
orientation is an important
undertaking in terms of offering solutions for more equitable
treatment of all individuals.
The purpose of this chapter, then, is to review research
regarding children and adolescents’
social reasoning about their interpersonal and intergroup
interactions based on gender
and sexual orientation and the factors related to how
individuals’ construct an understanding of
these interactions as moral. The chapter has four sections. First,
we will discuss the relevant
theoretical frameworks related to discrimination based on
gender and sexual orientation in
childhood and adolescence. Second, we will briefly define what
we mean by gender and sexual
orientation. Third, we will review current developmental

research regarding differential attitudes,
expectations, behaviors, and interactions related to gender and
sexual
orientation.
Finally, we will discuss the implications of this research for
educational policy
and practice, young people’s development, as well as future
avenues for research.
Theoretical Background
Social cognitive domain theory (Nucci, 2001; Smetana, 2011;
Turiel, 1983, 1998), a
developmental framework frequently used to investigate
heterogeneity in individuals’ social
judgments and reasoning, is inherently suited to increasing an
understanding of discrimination.
This theory can account for complexity and variation in social
reasoning both
within and between individuals and provides a strong
framework for studying stereotypes,
prejudice, and discrimination related to gender, gender
identity/expression, and sexual
orientation (Horn & Nucci, 2006; Sinno & Killen, 2011).
CH. 16 Morality, Exclusion, and Prejudice
So what is fairness?. . . . Central to it must be a demand to
avoid bias in our evaluations,
taking note of the interests and concerns of others as well, and
in particular to need to
avoid being influenced by our respective vested interests, or by
our personal priorities or

eccentricities or prejudices. It can broadly be seen as a demand
for impartiality.(Sen, 2009, p. 54)
Discriminatory practices prevent society from making use
of the contributions of all
individuals. (Graves, 2001, p. 10)
Morality emerges early in childhood. As has been well
documented, other social cognitive
competencies also develop in early childhood, including an
awareness of social groups,
categorization of individuals by group membership, and a sense
of one’s own identity
(Killen & Rutland, 2011). Further, children develop
psychological knowledge about
intentionality and the mental states of others, which bears on
their moral judgments (Decety
& Howard, this volume; Lagattuta & Weller, this volume;
Mulvey, Hitti, & Killen,
2013). The focus of this chapter is on how the emergence of
morality along with other
social cognitive developments bear on the emergence of
prejudicial attitudes, biases, and
forms of discrimination in development.
Given that morality develops early, it might be expected that
young children would
not display prejudicial attitudes toward others based on
categories such as gender, race,
and ethnicity. After all, morality refers to principles about how
to treat others with respect
to equality, fairness, and justice. If young children hold a value
that everyone should be
treated equally then we would expect that children would not
display unequal treatment
in the form of exclusion, for example. Yet empirical research,

as well as anecdotal
observations, has shown that children’s reactions to others,
social exclusion decisions, and
in-group preferences reflect varying degrees of bias and
prejudice based on gender, race,
Ethnicity, and cultural membership. What makes this possible
when evidence demonstrates
that children care and reason about equality and fairness?
We draw from current research on the development of social
identity as well as research
on the psychological understanding of the intentions of others to
provide an explanation
for this conflict. Rather than view morality as a conflict of
being “selfish” versus “moral”
(which we—and others—have argued is a false dichotomy; see
Turiel, 1983), we will
argue that the application of moral principles to everyday social
interactions is complex,
requiring judgments about groups, social relationships, and
mental states of others.
Social psychological research on groups has demonstrated that
group identity has a
normative aspect to it. In addition, social psychological
research has also provided extensive
evidence for the way that categorization and group identity, as
part of human development,
contributes to the manifestation of prejudice in adulthood
(Gaertner & Dovidio, 1986).
For over 50 years, in fact, social psychological theori es about
prejudice in adulthood have
demonstrated that prejudicial attitudes are reflective of social
attitudes, group processes,

group norms, and social identity (Dovidio, Glick, & Rudman,
2005). This approach does
not ignore the extreme conditions of social exclusion that occur
in adulthood such as
genocide and acts of terrorism (Opotow, 1990; Staub, 1990).
Understanding the everyday
events that reflect social exclusion based on group membership,
however, requires information
about the basic social and cognitive processes associated with
becoming a member
of a group (Nesdale, 2004; Tajfel & Turner, 1979). We argue
that these processes begin in
childhood, and we review this literature from the lens of moral
developmental theories.
Social groups perpetuate attitudes, often in the form of biases
and stereotypes, in order
to maintain hierarchies, power, and status. Allport (1954)
theorized that attitudes about
the out-group were an outcome of the desire to enhance the in-
group that resulted in
negative attitudes about the out-group. Extensive research has
shown that positive contact
with the out-group, particularly in the form of cross-group
friendships, helps to reduce
prejudice (Pettigrew & Tropp, 2006; Tropp & Prenovost, 2008).
Intergoup attitude research
with adults has focused on the factors related to egalitarian
attitudes, without examining
the developmental origins.
Developmental research over the past 15 years has examined the
connections between
group identity and moral judgment (as well as affect) to
understand the origins of prejudice.
This has been part of a larger area of research on developmental
intergroup attitudes,

which has investigated the origins of stereotyping,
discrimination, and bias (Dunham &
Degner, 2010; Killen & McKown, 2005; Levy & Killen, 2008;
Quintana & McKown,
2008; Rutland, Abrams, & Levy, 2007). The central focus of
research designed to address
the question that began this chapter is: How is it that children
who hold moral values also
act in ways that violate the underlying principles of these
values, particularly with respect
to prejudice and discrimination?
Theoretical Framework
Morality is at the core of what it means to be social. The
acquisition of moral principles about
fairness and justice is a fundamental aspect of human
development that has been studied by
developmental, social, cognitive, and comparative
psychologists, as well as experimental
philosophers and behavioral economists. Drawing on
philosophical theories (Nussbaum, 1999;
Rawls, 1971), morality has been defined by developmental
psychologists as principles for
how individuals should treat one another with respect to
another’s welfare, fairness, justice,
and rights. Piaget’s (1932) seminal book on the moral judgment
of the child remains one of
the most cited sources for the origins of developmental theory
about morality.
Piaget (1932) incorporated philosophical definitions of morality
into his psychological
inquiry of the origins of moral thinking. He demonstrated that

children develop a morality
independent of authority expectations by illustrating their
ability to critique adult
mandates that violate moral norms about fairness or equality.
Morality is not defined by
the group or by adults but exists as a set of independent
principles by which to judge and
evaluate social actions and events. Piaget (1932) argued that
moral norms, if they exist,
must be independent from group norms. This is because many
societal norms are incompatible
with notions of fairness, justice, and equality. For example,
societal norms about
unilateral power relationships and hierarchies are often in
conflict with theories about
fairness, equal treatment, and justice, which Piaget (1932)
articulated when analyzing the
child’s world of rules and regulations. In his theory, societal
norms refer to broad ideologies
held by a nation, or specific norms held by a child’s peer group.
CH.17 Lying, Morality, and Development
Whether lying is morally right or wrong has been debated for
centuries (e.g., Augustine,
1952; Bentham, 1843; Kant, 1949; Plato, 1991). This chapter
will provide a survey of research
over the last 3 decades on the development of the morality of
lying. As the literature
on children and lying encompasses a broad swath of issues, we
will specifically focus
on studies that are pertinent to moral development in keeping
with the general goal of
this handbook. More specifically, we will review research on
children’s concepts and moral
judgments of lying, children’s actual lying behaviors, and the

relation between the two. We
will use the speech act theory (Grice, 1980; Searle, 1969) as the
framework for examining
the existing evidence on children and lying because this theory
not only provides the best
theoretical framework for organizing and integrating the
existing voluminous literature,
but it also offers the most parsimonious interpretations of the
seemingly disparate and
often contradictory findings.
The study of children and lying has a long history. The first
scientific report on the topic
was by Charles Darwin (1877). In “A Biographical Sketch of an
Infant” Darwin described
his son’s first lie at the tender age of 2 and the child’s clumsy
attempt at hiding his deceit
when confronted. This report, though rather personal and not at
all objective, sowed the
seeds of modern scientific research on the development of lying
in children.
In the decades that followed, considerable effort was devoted to
examining the issue of
children and lying by none other than the founding fathers of
developmental psychology
such as Hall (1890), Stern and Stern (1909), and Piaget
(1932/1965). Research on the
issue reached its first pinnacle when Hartshorne and May
produced their monumental
work on children’s honest behavior (Hartshorne & May, 1928),
and Piaget published his
landmark book, The Moral Judgment of the Child, which
systematically examined children’s

concepts and moral judgments of lying for the first time (Piaget,
1932/1965).
Despite its auspicious beginning, the research on the
development of lying stalled for
the next 6 decades, perhaps due to the dominance of Kohlberg’s
theory of moral development.
While Kohlberg did utilize moral dilemmas about lying and the
breaking of a
promise, the focus of his investigation concerned the process of
children’s moral judgments
rather than the content of the stories (e.g., lying). By the 1980s,
developmental researchers
began to show renewed interests in this issue in response to new
ideas regarding
child development. Among these new ideas was the increased
awareness among
developmentalists about the crucial roles that intentionality
(e.g., Astington, 1986; Astington,
Harris, & Olson, 1988) and social convention (e.g., Turiel,
1983) play in cognitive and moral
development in general and the development of lying
specifically. These ideas ushered in
a new era of scientific research on the development of lying. As
a result, we now have an
increasingly clearer and more comprehensive picture of the
development of lying in children.
Thus, it is high time to take stock of what we have learned over
the last 3 decades
and to look ahead and identify the future directions for research
in this field. This is the
aim of this chapter.
Theoretical Background: Speech Act Theory
Among the major components of speech acts, two are most

pertinent to the present
discussion:
First, a speech act is an intentional act that is mediated by the
intentional states
of the communicator (the intentionality component); second, a
speech act is a socially
motivated, rule-governed action that is performed to serve an
interpersonal function in a
social/cultural context (the conventionality component).
The Intentionality Component Speech acts, according to Searle
(1969), are intentional behaviors.
Due to this “intentionality component,” the meaning and
function of a speech act is mediated and
determined not only by the literal meaning of a sentence and the
actual state of affairs, but also
by the intentional states of the communication partners (e.g.,
the intention or belief of a speaker).
Hence, to determine what a specific speech act is and what
function it serves, five factors
must be considered: the factuality (whether the statement is
reflective of reality), the
literal meaning (what is actually said), the deeper meaning (the
true meaning the speaker
wishes the statement to convey), the intention of the speaker
(what the speaker aspires
to state), and the speaker’s beliefs (speakers beliefs about the
state of affairs). By combining
these five factors in different ways, we form the intentionality
component of various
speech acts, which serve different communicative functions (see
Table 17.1). Understand

CH. 18 Interrelations Between Theory of Mind and Morality
One central way to predict and explain human behavior is by
attending to people’s minds;
what they desire, intend, believe, think, and feel emotionally
(Dennet, 1987; Wellman,
2011). Because such mentalizing is a ubiquitous part of
everyday social interactions, a large
focus of cognitive development research has been identifying
developmental changes in
children’s understanding of the mind, including their reasoning
about interrelations between
different kinds of mental states and between mind and
behavior—what is known as
a theory of mind (see Flavell, 2004). People’s behaviors can
also be predicted and explained
in relation to social norms and moral rules. Because humans
live in complex social groups,
our decisions are also guided by the rules, obligations, and
permissions sanctioned by our
families and wider communities. There are certain actions that
we should or should not
do, things we have to or do not have to do, things we are
permitted or not permitted
to do, and decisions over which we have personal control or
jurisdiction (e.g., Killen &
Smetana, 1999; Nucci, 1996; Turiel, 2002). A large body of
developmental research reveals
significant advances in reasoning about morality, rules, and
norms during childhood and
adolescence as well (see Smetana, 2006).
Over the past 5 to 8 years, there has been growing empirical
attention directed to building

bridges between these two, often independent lines of research.
This review summarizes
key advances in theory-of-mind research as it relates to
children’s understanding of
morality. We start with children’s knowledge about intentions
and motives, and then move
to examine how children’s understanding of false belief, desires
and emotions, and thoughts
relate to their moral judgments and behavior. Next, we consider
additional topics in theory
of mind and morality including reasoning about apology, moral
status, and trust in testimony.
We then examine evidence of interrelations between theory of
mind and morality
from studies with children and adults with autism, a population
known to have deficits
in mental state understanding. We also summarize central
findings from neuroscience research
investigating the extent to which moral judgment and theory of
mind tasks recruit
overlapping versus independent neural regions. Finally, we
discuss connections between
children’s theory of mind, moral judgment, and behavior.
Although we primarily focus
on 3- to 10-year olds, we incorporate research with younger and
older age groups as well.
During the first year of life infants begin to track other’s
intentional, goal-directed actions
(e.g., Leslie, 1994; Woodward & Sommerville, 2000). By 14 to
18 months, children can
discriminate, at least on a basic level, between actions done “on
purpose” versus “by accident”
(Carpenter, Akhtar, & Tomasello, 1998), and they can recognize

what a person is
trying to do even when that person fails (Meltzoff, 1995). By
the age of 3 years, children
develop explicit knowledge about the distinction between
intentional and unintentional
behaviors, and they can further discriminate intentional
behaviors from desires, mistakes,
reflexes, and passive movements (Baird & Astington, 2004;
Mull & Evans, 2010). Indeed,
children’s understanding of intention is considered a critical
cornerstone in the development
of folk psychology because it is central for predicting and
explaining behaviors (see
Wellman, 2011). Intention is also a core feature of moral
judgment, in that intentions are
often criterial for evaluating the moral status of a person’s
actions or character and for
assigning blame or praise (Alicke & Rose, 2010). Not
surprisingly, then, children’s and
adults’ reasoning about intention–morality connections is the
most widely studied topic
in research bridging theory of mind and morality.
Piaget’s (1932) early tests of moral cognition involved
presenting young children with
scenarios in which a story character either causes minor harm
when engaged in a prohibited
action (e.g., breaks one dish when trying to sneak a cookie), or
causes more severe harm
when trying to be helpful (e.g., breaks three dishes when
helping to set the table). Piaget
documented that whereas young children typically judged the
children’s “naughtiness” by the
severity of the outcome, children older than 8 or 9 years of age
focused on the child’s motives
and intentions and judged the “cookie stealer” as more
blameworthy even though he caused

less damage. Piaget argued from these results that children
transition from an objective (focus
on severity of the crime) to a subjective view of moral
responsibility (focus on intentions).
Your Title Here (should capture the essence of your project)
Your name
MAT-144
The date you most recently edited your write-up
[A note about grading for this write-up: Although you may
cross-reference points between sections, the questions from
each section must be answered in that section to get credit for
your response. The amount of credit you receive will depend on
how thoroughly you have considered your implementation: you
should attempt to write so that a reasonable reader would need
to ask few or no follow-up questions to clarify your overall
objective, people you will help, assistance provided, project
management, timeline, assessment procedures, ethics and CWV
analysis, and reflections. Write-ups that leave many questions
unanswered or with significant gaps will earn less credit.]
Whom will you help? (You must change this section title to
summarize its contents)
In this section, you must address the following questions:
1. What characterizes the group? What is their economic status?
What mix of ages and genders are they? Etc.
2. Where do the people live? At a specific location or in various
locations? In what part(s) of town?
3. How will you decide what kind of assistance and how much
assistance to provide to whom? For example, does the assistance
provided change based on age, gender, family grouping, etc.?
4. How will you approach people to offer help?

5. How will you keep track of whom you are helping?
What assistance will you provide? (You must change this
section title to summarize its contents)
1. What specific assistance will you bring to the people who
need it (goods, services, training, cash assistance, etc.) ? (Here,
a response like “cash payments of $50 per person per week” is
better than “cash payments”)
2. How and where will you provide the assistance? Will you
maintain a location for people to come to? Will you visit
people where they are? Will you provide transportation if
needed (or if that’s part of your service)? Etc.
3. What kinds of skills are needed to provide this assistance?
What special training or certification (if any) is required?
4. How will this assistance help people in the short run? That is,
how might people be better off immediately because of the
assistance you provide?
5. How will this assistance help people in the long run? That is,
how might the assistance you provide have lasting effects, even
if it is time-limited?
6. How will you track and document the process by which you
are providing assistance?
Project Management
1. Where will central operations for your project be? Will you
rent a location, look for a donated location, or work in a
distributed way (say from people’s houses)?
2. What documentation will you need to generate and maintain
for the project, and how will you ensure the security and
confidentiality of that documentation?
3. How will you coordinate volunteer efforts, and what will
volunteers do? How will you screen volunteers? How many
volunteers do you expect to have?
First Half of the Project
1. What are the starting and ending dates of your project?

(These should be 5 years in the future and run for the 12 weeks
of your project.)
2. How many weeks will you need to start up your project
before beginning to provide your project assistance? What will
you need to accomplish during these weeks? How would you
prove to an outside person (e.g., an auditor) that everything is
in place to proceed with your program?
3. In the remaining weeks of the first half of your project, how
many people do you expect to be able to assist, and in what
ways? Provide evidence that the volunteers and time available
are sufficient to achieve this goal.
Second Half of the Project
1. How many weeks of operations will you have before starting
to wrap up your project? During this time, how many additional
people do you expect to be able to assist, and in what ways?
Again, provide evidence that you have enough people power to
achieve your objective here.
2. In the remaining weeks, what steps will you take to wrap up
your project? What records will you retain, and how will you
archive those? What steps are required to finalize any location-
related expenses?
3. How will you conclude relationships with people you are
assisting? What additional sources of support can you direct
them to after your project is complete?
Project Evaluation
1. If you had to determine immediately after the end of your
project whether your assistance had helped, how would you do
that? What kind of metric or metrics could you use to determine
whether a particular individual had been helped? What
questions would you need to ask to determine this?
2. Similarly, how could you determine, 3 months after the end
of your project, whether your project assistance was still having
an effect? How would you get back in touch with people you
had helped? What characteristics of their condition could you

measure to determine whether any positive impact from your
assistance still remained?
3. What else might you need to know before your project starts
in order to evaluate success after the project ends?
Ethics and Christian Worldview Analysis
1. How does your project demonstrate the Judeo-Islamic-
Christian ideal of loving your neighbor as yourself? What other
religious and/or ethical principles does your project strive to
exemplify or realize?
2. How are the people you propose to help different from you,
and how might you structure your project to help bridge
differences and lead to increased mutual understanding and
respect?
3. How does your project further the goal of affording human
value and dignity to all people?
Summary and Reflections
1. Whom did you contact to learn about needs in your local
community? What input did they provide to direct your
investigation?
2. What other local needs did you consider? What was
compelling to you about the one you chose?
3. For the assistance you plan to provide, what other avenues
are there for people to receive that assistance? How likely is it
that it will be available to them?
4. What other factors (legal, political, social, etc.) that were not
considered as a part of this presentation might you need to
investigate if you were actually to implement a project such as
this one?
References
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MAT-144 Major Assignment 3 Instructions
Please follow these instructions when completing Major
Assignment 3. You will be creating a project writeup in
Microsoft Word and completing an Excel template for the
assignment. Refer to the assignment rubric for details about
how the assignment will be scored.Overview
You have decided that, 5 years from now, you will dedicate 12
weeks of your time to implementing a project to provide
humanitarian assistance to people in your local community. At
that time, you will take a break from your work or retirement
and spend at least 30 hours per week for 12 weeks engaged in
realizing a project that you are designing now and that you will
work to plan and fund between now and when you start your
project.Project details in Word
For your project, you will identify a group of local people that
you will assist with a need such as housing, health care or
nutrition, education or vocational training, safety, mental
health, neighborhood cleanup, or a similar project that has the
potential to improve their lives in both the short and long run.
You will contact representatives from local churches, charities,
non-governmental and/or governmental organizations to get
information about areas of need in your community.
For your project, you will provide specifics of what you will
achieve and how the success of your project should be
measured.
To ensure that your project will succeed in the 12 weeks
provided, you will divide your project into two halves,
identifying what will be accomplished at the end of each 6-week
interval and how it will be clear to outside people that the step
has been accomplished successfully.
For the project as a whole, you will also identify the people,
resources, and materials needed to provide your service. Your

project must include the assistance of other people, either whom
you will recruit as volunteers, whom you will pay for expert
assistance, or both.
You will provide a detailed write-up in Microsoft Word (2,000
to 4,000 words) with specifics of your project implementation.
For full credit, you must address each point in each section. The
objective here is to demonstrate that you have thought through
in detail what it would mean to provide certain types of
assistance. You must provide a separate section in your
document for each item, as indicated here.
Although you may cross-reference points between sections, the
questions from each section must be answered in that section to
get credit for your response. The amount of credit you receive
will depend on how thoroughly you have considered your
implementation: you should attempt to write so that a
reasonable reader would need to ask few or no follow -up
questions to clarify your overall objective, people you will help,
assistance provided, project management, timeline, assessment
procedures, ethics and CWV analysis, and reflections. Wri te-ups
that leave many questions unanswered or with significant gaps
will earn less credit.
Here are the separate sections to provide in your write-up:
1. A title for your write-up, including your name, the date, the
course and instructor’s name. Your title should capture the
essence of your project (e.g., “Tiny Homes for the Homeless in
Mendenhall, MS”)
2. Whom will you help? (250 to 500 words)
a. What characterizes the group? What is their economic status?
What mix of ages and genders are they? Etc.
b. Where do the people live? At a specific location or in various
locations? In what part(s) of town?
c. How will you decide what kind of assistance and how much
assistance to provide to whom? For example, does the assistance
provided change based on age, gender, family grouping, etc.?
d. How will you approach people to offer help?
e. How will you keep track of whom you are helping?

3. What assistance will you provide? (250 to 500 words)
a. What specific assistance will you bring to the people who
need it (goods, services, training, cash assistance, etc.)? (Here,
a response like “cash payments of $50 per person per week” is
better than “cash payments”)
b. How and where will you provide the assistance? Will you
maintain a location for people to come to? Will you visit people
where they are? Will you provide transportation if needed (or if
that’s part of your service)? Etc.
c. What kinds of skills are needed to provide this assistance?
What special training or certification (if any) is required?
d. How will this assistance help people in the short run? That is,
how might people be better off immediately because of the
assistance you provide?
e. How will this assistance help people in the long run? That is,
how might the assistance you provide have lasting effects, even
if it is time-limited?
f. How will you track and document the process by which you
are providing assistance?
4. How will you manage your project? (250 to 500 words)
a. Where will central operations for your project be? Will you
rent a location, look for a donated location, or work in a
distributed way (say from people’s houses)?
b. What documentation will you need to generate and maintain
for the project, and how will you ensure the security and
confidentiality of that documentation?
c. How will you coordinate volunteer efforts, and what will
volunteers do? How will you screen volunteers? How many
volunteers do you expect to have?
5. What will you accomplish in the first half of your project?
(250 to 500 words)
a. What are the starting and ending dates of your project?
(These should be 5 years in the future and run for the 12 weeks
of your project.)
b. How many weeks will you need to start up your project
before beginning to provide your project assistance? What will

you need to accomplish during these weeks? How would you
prove to an outside person (e.g., an auditor) that everything is
in place to proceed with your program?
c. In the remaining weeks of the first half of your project, how
many people do you expect to be able to assist, and in what
ways? Provide evidence that the volunteers and time available
are sufficient to achieve this goal.
6. What will you accomplish in the second half of your project?
(250 to 500 words)
a. How many weeks of operations will you have before starting
to wrap up your project? During this time, how many additional
people do you expect to be able to assist, and in what ways?
Again, provide evidence that you have enough people power to
achieve your objective here.
b. In the remaining weeks, what steps will you take to wrap up
your project? What records will you retain, and how will you
archive those? What steps are required to finalize any location-
related expenses?
c. How will you conclude relationships with people you are
assisting? What additional sources of support can you direct
them to after your project is complete?
7. How will you evaluate your project? (250 to 500 words)
a. If you had to determine immediately after the end of your
project whether your assistance had helped, how would you do
that? What kind of metric or metrics could you use to determine
whether a particular individual had been helped? What
questions would you need to ask to determine this?
b. Similarly, how could you determine, 3 months after the end
of your project, whether your project assistance was still having
an effect? How would you get back in touch with people you
had helped? What characteristics of their condition could you
measure to determine whether any positive impact from your
assistance still remained?
c. What else might you need to know before your project starts
in order to evaluate success after the project ends?
8. An Ethics and Christian Worldview analysis (250 to 500

words), addressing the following:
a. How does your project demonstrate the Judeo-Islamic-
Christian ideal of loving your neighbor as yourself? What other
religious and/or ethical principles does your project strive to
exemplify or realize?
b. How are the people you propose to help different from you,
and how might you structure your project to help bridge
differences and lead to increased mutual understanding and
respect?
c. How does your project further the goal of affording human
value and dignity to all people?
9. A summary and reflections section (250 to 500 words),
addressing the following:
a. Whom did you contact to learn about needs in your local
community? What input did they provide to direct your
investigation?
b. What other local needs did you consider? What was
compelling to you about the one you chose?
c. For the assistance you plan to provide, what other avenues
are there for people to receive that assistance? How likely is it
that it will be available to them?
d. What other factors (legal, political, social, etc.) that were not
considered as a part of this presentation might you need to
investigate if you were actually to implement a project such as
this one?
Financial computations in Excel
Separately from your presentation to sponsors, you will
complete calculations in Excel detailing your expected costs,
sponsorship and fundraising contributions, and loan details. A
template is provided for this part of the assignment, including
additional information to assist you.
As part of your financial calculations, you will develop the
following:
1. A budget for your project, including personnel,
administrative, outreach, and program costs, plus a percentage
breakdown of each type of cost and an estimated cost per person

that you expect to assist. Budget costs will be in current dollars.
2. A 5-year forward projection of your budget cost, using
extrapolation of CPI values from 5 years that you will look up
in a table.
3. A 5-year projection of a sponsorship amount; the sponsorship
amount will be a given percentage of your 5-year budget
projection and will accrue interest at a given APR.
4. A 5-year fundraising total that you expect to raise through
monthly donations; the monthly donation amount and APR will
be provided.
5. A 5-year loan payment calculation in which you calculate the
monthly payment amount required to pay off monthly, over a
period of 5 years, the difference between the cost of the project
and the sum of your sponsorship and fundraising totals. (The
loan would be taken out at the time the project is implemented.)
Financial formulas
The following formulas, given symbolically and in Excel
format, may be useful for completing Major Assignment 3:
Compound interest formula: If an initial amount P grows at an
annual rate r with n compoundings per year, then the value A of
that amount after t years is given by the formula
A = P*(1+r/n)^(n*t)
Future value of periodic payments: If an amount P is
contributed at the end of each of n periods per year for t years
and the balance earns interest at an annual percentage rate of r,
the total amount A accrued after t years is given by
A = P*((1+r/n)^(n*t)-1)/(r/n)
Loan payment formula: The amount PMT that must be paid n
times per year for t years to pay off a loan principal amount of
P at an APR of r is given by
PMT = P*(r/n)/(1 - (1 + r/n)^(-n*t))

Inflation rate formula: Given an old CPI value at one point and
a new CPI value n years later, the n-year inflation rate IR is
given by
IR = (new CPI – old CPI)/(old CPI)
Excel Grading SheetMajor Assignment 3 Excel Grading
SheetRubric Category
(% weighting for assignment)Requirements for full
credit(optional for student use) Did you meet the
requirements?Possible PointsYour Points% Score for Rubric
CategoryRubric ScoreProject Budget
(15%)You have entered your full name in the field provided.
(Note that entering your name on this sheet is required in order
to complete the assignment.)2You have listed at least 8 budget
items total with at least 1 item in each category.8You have
entered the number of times purchased and purchase amount for
each item, and at least 3 items are purchased more than
once.8Your Total Cost for each item is a formula multiplying
the number of times purchased by the purchase amount, using
appropriate cell references.8Your Subtotal formulas are correct
for each of your 4 sections.8You have explicitly formatted your
Cost Per Purchase, Total Cost, and Subtotal cells to display as
Currency with the $ sign and 2 decimal places of precision. (1/2
point each)10Subtotals4400.00%1Budget Summary and
Analysis
(11%)You have transferred your Subtotals from the Budget to
the Summary and Analysis section, using formulas with cell
references.8Your Budget Total is correctly calculated from your
Subtotals as a formula using cell references.2Your Percentage

of Total formulas are correctly calculated from the Subtotals
and Budget Total in the Summary section, using cell
references.8Subtotal and Budget Total cells are formatted as
Currency showing the $ symbol and with 2 decimal places of
precision, and percentages are formatted as Percentage with 1
decimal place.9Subtotals2700.00%1CPI Values, Slope, Y-
Intercept, and Cost Projection
(16%)Your month and year entries are correct following the
first (generated) values.10Your CPI values are correct for the
months and years given.6Your slope and y-intercept formulas
are correct and use the appropriate Excel functions.4The year
number to use for your CPI projection is correct, and you have
brought your Budget Total forward using an Excel formula with
appropriate cell reference.4Your formulas to calculate the
projected CPI value, 5-year inflation rate, and 5-year budget
projection are correct.6Your formatting is correct for all cells:
your CPI values are formatted as number with 3 decimals of
precision; your 5-year inflation rate is formatted as a percentage
with 2 decimal places; and your 5-year budget and budget
projection are formatted as currency with the $ symbol and 2
decimal places.12Subtotals4200.00%1Funding - Inputs
(5%)Your interest rates correctly match the corresponding
entries from the table for the years and months given.6Your 5-
year projected budget total is brought forward from the Project
Budget and Projection sheet, using an Excel formula.2Your
interest rates are formatted as percentages with 2 decimals and
your budget total is formatted as currency using the $ symbol
and 2 decimal places.4Subtotals1200.00%1Sponsorship,
Fundraising, and Loan Payment Calculations
(12%)For your Sponsorship calculation, your number of
compoundings and time inputs are correct, and your principal
amount and 5-year sponsorship amount are correct Excel
formulas using appropriate cell references.7For your
Fundraising calculation, your number of compoundings and time
inputs are correct, and your 5-year fundraising total calculation
is a correct Excel formula using appropriate cell references.5For

your Loan calculation, your number of payments and time
inputs are correct, and your additional amount and monthly
payment calculations are correct Excel formulas using
appropriate cell references.7All cells with dollar amounts are
explicitly formatted as Currency using the $ symbol and with 2
decimal places. Cells with n or t entries are formatted as
Number with 0 decimal places.11Subtotals3000.00%1
Project Budget and Projection1 Enter your full name here. If
your full name is less than 10 letters long, add additional letters
'X' at the end until you reach length 10Assignment Advisory:
You must use the latest desktop version of Excel for Microsoft
365 for this assigment. (This is provided free by GCU; contact
the Help Desk for more information and help installing the
software.) Using an earlier version of Excel or a different
spreadsheet program may result in missing or corrupted
template elements. Copying cells from or into this template
may likewise result in corrupted data.LegendIf a cell is
shadedYou shouldBlueEnter a text responseGreenEnter a
numberGoldEnter an Excel formulaAny other colorMake no
changesBudget Summary and AnalysisBudget
CategorySubtotalPercentage of TotalPersonnel
Costs$1,000.00Administrative CostsOutreach CostsProject
BudgetProgram CostsPersonnel CostsBudget TotalBudget
ItemQuantity neededCost Per ItemTotal CostCosts of your time
(per week)1$1,000.00$1,000.00Budget Cost
ProjectionSubtotal:$1,000.00Administrative CostsBudget
ItemQuantity neededCost Per ItemTotal CostSubtotal:Outreach
CostsYear NumberCPI ValueMonthYearBudget ItemQuantity
neededCost Per ItemTotal Cost1Your full name entry must be
longerYour full name entry must be
longer2345Subtotal:6Program CostsBudget ItemQuantity
neededCost Per ItemTotal CostSlope (m)Y-Intercept (0,
b)Subtotal:The Year Number to use for your further 5-year
projection
(If you project forward another 5 years from year 6 in the chart
above, what year will you be at then?)The projected CPI value

for that yearThe 5-year inflation rate based on the last CPI
value in the table and the projected CPI valueYour Budget Total
(brought forward from above)Your 5-year Budget Total
Projection
2a Below, you will develop a budget for your project, including
entries for personnel costs (for yourself, other paid individuals,
legal or consulting services, etc.); administrative costs (rents,
fees, utilities, insurance, IT costs, office supplies, travel, etc.);
outreach costs (advertising, recruitment, fundraising, etc.); and
program costs (supplies for use in assistance, cash distributions,
payments for direct services to recipients, etc.). You must enter
at least 8 budget items in all. Each category must have at least
one budget item. For at least 3 budget items, your expense
quantity must be greater than one. Format all costs as Currency
with 2 decimal places. To start, modify the cost of your time as
appropriate.
3a Below, you will generate a 5-year projected cost for your
budget, starting with your budget total. You will base your
projection on CPI values that you look up. Use this procedure
to look up the CPI value:
1. Go to Bureau of Labor Statistics page link
https://data.bls.gov/cgi-bin/surveymost?cu
2. Check the box to the left of text "U.S. city average, Al l
items - CUUR0000SA0"
3. Press the "Retrieve Data" button at the bottom of the
list. This should take you to a CPI table for about the last 10
years.
First, fill in the CPI value for the given month and year. Then,
fill in the CPI values for the next 6 years, advancing exactly one
year for each value. For example, if you start in February 2011,
your next CPI value will come from February 2012. Format
your CPI values as Numbers with 3 decimals of precision.
2b Here, use Excel formulas to transfer the subtotals and total
from your budget into this table, and then calculate the

percentage of the budget total represented by each category.
Format the costs as Currency with two decimal places and the
percentages as Percentage with one decimal place.
(CPI Values)https://data.bls.gov/cgi-bin/surveymost?cu
3b Now, from the year number and CPI values, find the slope
and y-intercept of the best-fit line for your CPI values.
3c Finally, project the CPI forward an additional 5 years using
your slope and intercept; calculate the 5-year inflation rate from
your year 6 CPI value and the calculated value; and apply the
inflation rate to your budget total to find a 5-year budget
projection.
FundingYour name (brought forward from the Monthly Budget
sheet):0APR YearYour full name entry must be longerYour full
name entry must be longerYour full name entry must be
longerAPR MonthYour full name entry must be longerYour full
name entry must be longerYour full name entry must be
longerInterest RateBring your 5-year projected budget total
forward from the Project Budget and Projection sheet6
Sponsorship (invest a fixed amount for 5 years with annual
compounding)8 Loan payment (determine the monthly payment
required for a 5-year loan to cover the remainder of the budget
costs)Percentage of your Budget Total to investComplete the
first interest rate entry in section 4 aboveThe additional amount
you need to cover your 5-year budget costs (P)Principal amount
to invest (P), based on your budget total and the percentage in
B29Your APR (r)Complete the third interest rate entry in
section 4 aboveYour APR (r)Complete the interest rate entry in
section 4 aboveNumber of payments per year (n)Number of
compoundings per year (n)Number of years (t)Number of years
(t)The monthly loan payment (PMT)Your 5-year sponsorship
total7 Fundraising (invest monthly donations for 5 years with
monthly compounding)LegendMonthly contribution amount
(PMT)Complete the second interest rate entry in section 4
aboveIf a cell is shadedYou shouldYour APR (r)Complete the

second interest rate entry in section 4 aboveBlueEnter a text
responseNumber of compoundings per year (n)GreenEnter a
numberNumber of years (t)GoldEnter an Excel formulaYour 5-
year fundraising total
(Hint: use the "future value of periodic payments" formula in
the assignments instructions)Any other colorMake no changes
4 On this sheet, you will consider how to cover the projected
cost of your Project Budget. In particular, you will calculate
the 5-year balance for a percentage of your projected cost
assumed to be invested at a given interest rate with annual
compounding; the 5-year balance for a given monthly donation
amount invested at a second interest rate; and a monthly loan
payment required for a 5-year loan to cover the remainder of
your 5-year projected cost, using a third interest rate.
Start by looking up rates to use as APRs in the following
historical table of 30-year fixed mortgage rates:
http://www.freddiemac.com/pmms/pmms30.html
5 Now, perform each of the calculations indicated. Recall that
the loan payment formula for the amount PMT that must be paid
n times per year for t years to pay off an initial principal
amount P, assuming interest accrual at a rate of r, is given by
PMT = P*(r/n)/(1 - (1 + r/n)^(-n*t))
Format all amounts as Currency with the $ symbol and 2
decimal places, and all n and t entries as Number with 0
decimals.
(Mortgage
Rates)http://www.freddiemac.com/pmms/pmms30.html
Enter these items as percentages or decimals; for example, a
value of 4.03 in the table would be entered here as 4.03% or
0.0403. Also format each rate as a Percentage with 2 decimal
places.

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