CULTURALLY RESPONSIVE RESEARCH MIDTERM PAPER This week you will be writing a cultural topic response paper after watching a TED talk with Jason Pontin entitled, “Can Technology Solve our Big Problems?” After watching this video, I would like you to envision how technology can solve our biggest problems today? How has technology assisted or not assisted in some of our most significant global issues? Can technology have anything to do with the change in our cultural relations, our difference in beliefs, our diverse cultural perspectives? Do you think technology has a way of helping to change (good or bad) of those things? Using any outside research or textbook readings along with your reflection, combine it all into a Culturally Responsive Research paper with a minimum of 1000 words. Give it your selected title.  Include a source citation at the end of the article. The report must be written in MLA format. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html      Within the paper, these multicultural points must be discussed or able to be recognized in your research. Please do not break these points out into sections; the intent is to locate them within the writings. See the rubric for guidance.   · Knowledge of cultural, economic, social, political, or racial diversities in the United States or worldwide. · Methods of inquiry of the natural sciences, social sciences, or the arts and humanities to understand cultural, economic, social, or racial diversity. · Show an understanding of contemporary social or ethical issues related to diversity. · Relate skills required to engage in an informed and respectful way with diverse people, cultures, and histories. Item Mastery 25 Partial Mastery 20 Progressing 15 Emerging 10 Cultural self- awareness Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.) Recognizes new perspectives about  own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.) Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.) Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.) Knowledge of cultural worldview frameworks Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, c ...

1. CULTURALLY RESPONSIVE RESEARCH MIDTERM PAPER
This week you will be writing a cultural topic response paper
after watching a TED talk with Jason Pontin entitled, “Can
Technology Solve our Big Problems?”
After watching this video, I would like you to envision how
technology can solve our biggest problems today? How has
technology assisted or not assisted in some of our most
significant global issues? Can technology have anything to do
with the change in our cultural relations, our difference in
beliefs, our diverse cultural perspectives? Do you think
technology has a way of helping to change (good or bad) of
those things?
Using any outside research or textbook readings along with your
reflection, combine it all into a Culturally Responsive Research
paper with a minimum of 1000 words. Give it your selected
title. Include a source citation at the end of the article. The
report must be written in MLA format.
https://owl.purdue.edu/owl/research_and_citation/ mla_style/mla
_formatting_and_style_guide/mla_formatting_and_style_guide.h
tml
Within the paper, these multicultural points must be discussed
or able to be recognized in your research. Please do not break
these points out into sections; the intent is to locate them within
the writings. See the rubric for guidance.
· Knowledge of cultural, economic, social, political, or racial
diversities in the United States or worldwide.
· Methods of inquiry of the natural sciences, social sciences, or

2. the arts and humanities to understand cultural, economic, social,
or racial diversity.
· Show an understanding of contemporary social or ethical
issues related to diversity.
· Relate skills required to engage in an informed and respectful
way with diverse people, cultures, and histories.
Item
Mastery
25
Partial Mastery
20
Progressing
15
Emerging
10
Cultural self- awareness
Articulates insights into own cultural rules and biases (e.g.
seeking complexity; aware of how her/his experiences have
shaped these rules, and how to recognize and respond to cultural
biases, resulting in a shift in self-description.)
Recognizes new perspectives about own cultural rules and
biases (e.g. not looking for sameness; comfortable with the
complexities that new perspectives offer.)
Identifies own cultural rules and biases (e.g. with a strong
preference for those rules shared with own cultural group and
seeks the same in others.)
Shows minimal awareness of own cultural rules and biases
(even those shared with own cultural group(s)) (e.g.
uncomfortable with identifying possible cultural differences
with others.)
Knowledge of cultural worldview frameworks
Demonstrates sophisticated understanding of the complexity of
elements important to members of another culture in relation to
its history, values, politics, communication styles, economy, or

3. beliefs and practices.
Demonstrates adequate understanding of the complexity of
elements important to members of another culture in relation to
its history, values, politics, communication styles, economy, or
beliefs and practices.
Demonstrates partial understanding of the complexity of
elements important to members of another culture in relation to
its history, values, politics, communication styles, economy, or
beliefs and practices.
Demonstrates surface understanding of the complexity of
elements important to members of another culture in relation to
its history, values, politics, communication styles, economy, or
beliefs and practices.
Empathy
Interprets intercultural experience from the perspectives of own
and more than one worldview and demonstrates ability to act in
a supportive manner that recognizes the feelings of another
cultural group.
Recognizes intellectual and emotional dimensions of more than
one worldview and sometimes uses more than one worldview in
interactions.
Identifies components of other cultural perspectives but
responds in all situations with own worldview.
Views the experience of others but does so through own cultural
worldview.
Verbal and nonverbal communication
Articulates a complex understanding of cultural differences in
verbal and nonverbal communication (e.g., demonstrates
understanding of the degree to which people use physical
contact while communicating in different cultures or use
direct/indirect and explicit/implicit meanings) and is able to
skillfully negotiate a shared understanding based on those
differences.
Recognizes and participates in cultural differences in verbal and
nonverbal communication and begins to negotiate a shared
understanding based on those differences.

4. Identifies some cultural differences in verbal and nonverbal
communication and is aware that misunderstandings can occur
based on those differences but is still unable to negotiate a
shared understanding.
Has a minimal level of understanding of cultural differences in
verbal and nonverbal communication; is unable to negotiate a
shared understanding.
Curiosity
Asks complex questions about other cultures, seeks out and
articulates answers to these questions that reflect multiple
cultural perspectives.
Asks deeper questions about other cultures and seeks out
answers to these questions.
Asks simple or surface questions about other cultures.
States minimal interest in learning more about other cultures.
Openness
Initiates and develops interactions with culturally different
others. Suspends judgment in valuing her/his interactions with
culturally different others.
Begins to initiate and develop interactions with culturally
different others. Begins to suspend judgment in valuing her/his
interactions with culturally different others.
Expresses openness to most, if not all, interactions with
culturally different others. Has difficulty suspending any
judgment in her/his interactions with culturally different others,
and is aware of own judgment and expresses a willingness to
change.
Receptive to interacting with culturally different others. Has
difficulty suspending any judgment in her/his interactions with
culturally different others, but is unaware of own judgment.
Item
Mastery
25
Partial Mastery
20

5. Progressing
15
Emerging
10
Depth of reflection
Demonstrates a conscious and thorough understanding of the
subject matter. This reflection could be used as an example for
other students.
Demonstrates a
basic understanding
of the subject
matter.
Demonstrates a
limited
understanding of the
subject matter.
Demonstrates little
or no understanding
of the subject
matter.
Language Use
Use language that is
precise and
engaging, with
notable sense of
voice, awareness of
audience and
purpose, and varied
Use language that is
fluent and original,
with a sense of

6. voice, awareness of
audience and
purpose, and the
ability to vary
sentence structure.
Use basic but
appropriate
language, with a
basic sense of voice,
some awareness of
audience and
purpose and some
attempt to vary
sentence structure.
Use language that is
unsuitable for the
audience and
purpose, with little
or no awareness of
sentence structure.
Conventions
Demonstrate control
of the conventions
with essentially no
errors, even with
sophisticated
language. Meets
required 1000 word
count.
Demonstrate control
of the conventions,
exhibiting

7. occasional errors
only when using
sophisticated
language.
Demonstrate limited
control of the
conventions,
exhibiting frequent
errors that make
comprehension
difficult.
Demonstrate limited
or no control of the
conventions, making
comprehension
almost impossible.
Source Citation
All sources are
accurately
documented in the
desired format.
(MLA or APA)
All sources are
accurately
documented, but a
few are not in the
desired format.
(MLA or APA)
Some sources
are documented

8. accurately and there
is somewhat a formal used format.
Too many sources
are not documented
accurately and there
is not a formal used
format.