SOC 213: Final Project Guidelines and Rubric Overview The final project for this course is the creation of a sociological imagination PowerPoint presentation. The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns. For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem. False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism. Because theories are simp ...

1. SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological
imagination PowerPoint presentation.
The presentation is designed to encourage students to think
about social problems—past or present, local or global—using
their sociological imagination, which involves looking beyond
the traditional expectations or veneer associated with social
problems. This sociological skill set is imperative in order for
student’s to truly begin to grasp the relationship and distinction
between individual biography and social structures. Social
problems are aspects of society that communities of people are
concerned about and want to change or improve. Because social
problems are social creations, students will uncover structural
and cultural variables that help explain how a current social
problem has emerged and persisted, and students will ultimately
develop a “sociological imagination”“—the ability to see
behaviors socially and understand how they interact and
influence each other. The objective is to submit, in a creative
PowerPoint presentation, a compelling case for why a student’s
chosen social problem is indeed a social and cultural problem
and not simply the result of individual choices. Sociologists do
not discount the role of personal responsibility within a certain
context, but rather seek to understand the power of an
environment in shaping personal choices and patterns.
For example, consider the social problem of youth
unemployment. It is well-documented that in the last several
years of America’s economy, young people have experienced
unemployment in greater numbers. A presentation in this course
about youth unemployment might be framed initially about how,
in an American culture that is so focused on individual
responsibility and achievement, an issue such as youth
unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large

2. sounds like this: “Today's youth are self-centered and lazy, and
they have a sense of entitlement.” “They are not willing to make
the sacrifices that we did by working their way up the corporate
ladder.” To more specifically understand this sociological
problem, students would need to narrow its parameters by
selecting a given time period and/or a specific geographic area
for youth unemployment. If a student chose to understand
unemployment as a result of the Great Recession, it would be
easier to scope the range of factors that contribute to this
ongoing issue. To better individualize this issue, a student
might choose to share his or her own story or that of a family
member or a friend who experienced losing a job. Or, a student
could choose to share the narrative from a movie, such as The
Pursuit of Happiness or another contemporary example.
Following this, it would be important to highlight a particular
sociological theory: conflict, functionalism, or symbolic
interactionism.
Because theories are simply tools of understanding, students
could use the theory of functionalism to show how youth
unemployment fits into American culture and affects all parts of
American society.
The project is divided into four milestones, which will be
submitted at various points throughout the course to scaffold
learning and ensure quality final submissions. These milestones
will be submitted in Modules Two, Three, Five, and Six. The
final project will be submitted at the end of Module Seven.
This presentation will assess your mastery with respect to the
following course outcomes:
will apply the three theoretical perspectives in
sociology to the analysis of specific social problems locally and
globally (Knowledge of Human
Cultures, Physical and Natural World)
problems—premises, supporting and conflicting evidence, and
potential responses
(Communication)

3. between groups, consumption patterns, resource development
and use, equity, as well as scarcity
and risk (Integration, Application, and Reflection)
Your PowerPoint presentation (The final milestone) should
answer the following prompt:
Illustrate an understanding of the context of social problems by
creating a PowerPoint presentation outlining a specific social
problem, incorporating personal biography and narrative (or
that of another individual such as a family member, friend, or
movie character), and applying a relevant sociological theory
analysis.
Specifically the following critical elements must be addressed:
I. Choose a particular social problem (divorce, ageism,
workplace violence, racial discrimination, sex trafficking, child
abuse, texting and driving, pollution, childhood obesity, etc.) of
interest and locate it within a specific time and place.
a) Identify the social problem that will be studied and describe
it from a local and global perspective.
b) Narrow down the problem to a particular time and location.
II. Explain false information around the social problem and use
research to identify variables that contribute to the problem.
a) Outline false information that serves to stereotype the social
problem and diminish the possibility of viewing the problem
objectively.
b) Conduct research to identify two to three structural and
cultural variables that contribute to the existence of this social
problem.
III. Personalize this social problem by identifying a particular
individual story or biography within this social problem.
This story can be from social media, a movie, a personal
experience, an experience of a family member or friend, a news
cycle, or any other medium that encourages the student to locate
an individual acting as a result of or contributor to the social
problem. This element of the presentation will help the student

4. to take “the role of the other.”
a) First, share why this is an important issue to you personally.
Your experiences can give rise to significant problems for
investigation. Think critically about your own frustrations
and/or opinions with a problem facing your country, your
community, or your neighborhood. What is it about this topic
that is compelling?
b) Introduce the biography of an individual who was or is
impacted by this situation. This narrative can be derived from a
student’s own experience, media, or a fictional character.
c) Why is it important to grasp the personal impact of this
social problem on individuals?
d) What is missing from a sociologist’s analysis if he or she
understands only the societal narrative about this social problem
and not an individual’s experience?
IV. Apply one of the three theoretical perspectives. A
sociological theory is a tool for helping to understand human
behavior. One of the three core theories in this course will help
you best explain why your selected social problem exists and
persists.
a) Identify which sociological theory—conflict, functionalism,
or symbolic interactionism—will serve as a “lens” for thinking
more deeply about the social problem. Present your
understanding of the theoretical perspective you chose. Then
use this theory to analyze your chosen social problem.
b) Explain how your selected issue fits into the four stages of
social problems (Henslin, p. 9).
c) Highlight the key thinking of two to three sociologists who
have contributed to this particular theory.
d) Explain the advantage of using your selected theory to
analyze the social problem. How does your selected theory help
you better understand the reasons for the social problem’s
existence?
e) Why are the other two theories not ideal for understanding
the problem?
V. Conclusion: Solving the social problem

5. a) Highlight any solutions you have discovered in your
research.
b) What are the potential limitations of solving this social
problem?
c) Using your imagination and considering the context of the
social problem, explain what social solution could be designed
to solve it.
Milestones
Milestone One: Social Problem
In Module Two, you will submit a discussion board post in
which you identify a scenario or current problem or personal
and social concern and explain why you chose it. In response to
your peers, comment on their selection of social problems. Do
you see similarities to your own selection? Are there similar
social locations or variables influencing the social problem?
The required length of the post is two paragraphs. This
milestone will be graded using the Milestone One Rubric.
Milestone Two: The Roots
In Module Three, you will explain the variables that contributed
to the origin and persistence of this social problem. The format
should be a 1- to 2-page Word document. This milestone will be
graded using the Milestone Two Rubric.
Milestone Three: The False Information
In Module Five, you will submit a discussion board post in
which you will describe how people tend to define the source of
this problem and its solution. In response to your peers, post
your opinion, backed up by sociological insights. The required
length of the post is two paragraphs. This milestone will be
graded using the Milestone Three Rubric.
Milestone Four: The Lens
In Module Six, you will describe the theory you will use to
review and analyze this social problem and explain why it is the
best “lens” with which to understand it. The format should be a
1- to 2-page Word document. This milestone will be graded
using the Milestone Four Rubric.
Final Submission: Sociological Imagination Presentation

6. In Module Seven, you will submit your completed sociological
imagination PowerPoint presentation. Your instructor will have
provided you feedback along the way for each milestone
submission. The final project should be a complete, polished
artifact containing all of the critical elements of the final
product. It should reflect the incorporation of feedback gained
throughout the course. This milestone will be graded using the
Final Project Rubric.