Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 6
Lesson 2
APA style manual
Citation and Writing Assistance: Writing Papers At CULinks to an external site.
Library OverviewLinks to an external site.
How to Search for Articles – the Everything TabLinks to an external site.
Extra resources:
Mills, H. (2007). Power points!: How to design and deliver presentations that sizzle and sell (Office essentials collection). New York: AMACOM. (2007). Retrieved October 30, 2019, from WorldCat. https://chamberlain-on-worldcat-org.chamberlainuniversity.idm.oclc.org/oclc/163575158Links to an external site.
Instructions
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples. Please create a PowerPoint presentation to assist you in your presentation.
As you complete your presentation, be sure to:
Use speaker’s notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
Proof your work
Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements (APA format)
Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point
Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
Grading
This activity will be graded using the Assignment Grading Rubric.
Course Outcomes (CO): 2, 4
Due Date: By 11:59 p.m. MT on Sunday
Class and Professor,
Socialization in politics is the process that involves developing political views, beliefs, and attitudes. This process begins from early childhood development and influences individuals’ choices in later stages of life (Cobb, 2020). At the tender age of ten, I was never politically active. Therefore, my concern and understanding about the system were little. At that age, my main focus was on playing and learning new things in life. However, I vividly recall the class teacher mandated me to select a president to do my class report in my fourth grade. I write an essay on how affording food is a necessary right for every person. Thus, those parents who insist that their kids embrace their beliefs and views of politics reluctantly influence their kids to abandon the idea as soon as they are adults. This mechanism of change is surprising. Children coming from homes where politics is discussed frequently are likely to be speaking of politics most of the time. Families have been established to influence what and how the children feel about many political issues such as tax payments, voting, debated political topics like racism and immigration (Koskimaa & Rapeli, 2015).
Political socialization is a unique way of learning more about politics. Individuals, including children, tend to develop attitudes, behaviors, values, and beliefs conducive to growing up to be fair and responsible citizens for their country’s future. Socialization is a path where children can comprehend their political world by interacting with information sources, including family members, media, friends, and adults in the community. Necessarily, children are likely to have a shift to the political party that their parents are supporting (Koskimaa & Rapeli, 2015).
As a child, various socializing agents such as my parents, media, and teachers helped socialize me politically. Ordinarily, my parents are active participants in politics. Growing up, my parents were highly informative of socialization politics. My parents were able to teach me what is right and what is wrong. Besides, they were able to teach me how to interpret politics whether we agree with them or not. Because they have been involved in active politics, they have been voting in every election, which has influenced me. I recall volunteering in my community politics together with my friends when we graduated from high school. This helped us immensely in utilizing the time we had effectively during our short break. Such actions were influenced by my parents so that I become a responsible citizen of the country.
I stand to believe that children are influenced through political socialization in many ways. There are several means such as watching movies, television, conversations with family members during dinner, sharing with friends on social sites, classroom discussions, and social media platforms that can shape and influence children’s decisions. The impact of such experiences is variable to every child since they can reject, ignore or accept the message of politics being transmitted (Koskimaa & Rapeli, 2015). Education is the other primary source of socialization that has been identified for most young people. Through education, children can learn new information and ideas concerning what they want and what they do not wish to. Thus, the significance of education has increased because of the current decrease in conformist political participation since the introduction of civic education (Cobb, 2020). This is because civic education has been considered the most effective way to help the population and the country from inactive youths.
References
Cobb, W. N. W. (2020). Political Science Today. CQ Press.
Koskimaa, V. & Rapeli, L. (2015). Political Socialization and Political Interest: The Role of School Reassessed, Vol.11, Issue 2, DOI: 10.1080/15512169.2015.1016033, P.144 https://www.tandfonline.com/doi/abs/10.1080/15512169.2015.1016033.
Rubric
POLI330 Week 2 Media Slides Grading Rubric (100 pts)
CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentify and describe the roles of the media in influencing government and its citizens40 ptsThe student identifies and describes the four roles of media.34 ptsThe student identifies and describes three roles of media.30 ptsThe student identifies and describes two roles of media..24 ptsThe student identifies and describes one role of media.0 ptsNo effort40 ptsThis criterion is linked to a Learning OutcomeProvide an example for each role10 ptsThe student provides an example for each of the four roles.8 ptsThe student provides an example for each of the three roles.7 ptsThe student provides an example for each of the two roles.6 ptsThe student provides an example for one of the four roles.0 ptsNo effort10 ptsThis criterion is linked to a Learning OutcomeSpeaker notes15 ptsThe student’s speakers notes add details and expand upon bullet points.12 ptsThe student’s speaker notes expand upon bullet points, but more detail could be added.11 ptsThe student’s speaker notes are neither thorough nor compelling.9 ptsThe student’s speaker notes are sparse and add little to the main bullet points.0 ptsNo effort15 ptsThis criterion is linked to a Learning OutcomeLength: 8-10 substantive slides (excluding cover and references slides)10 ptsThe student provides 8-10 substantive slides plus title and reference slide.8 ptsThe student provides 8-10 slides plus title and reference slides, but they lack substance in places.7 ptsThe student provides 6-7 substantive slides plus title and reference slide.6 ptsThe student provides less than 6 substantive slides or is missing a title and/or reference slidde.0 ptsNo effort10 ptsThis criterion is linked to a Learning OutcomeUse of Visuals10 ptsThe student masterfully uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.8 ptsThe student somewhat skillfully uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.7 ptsThe student uses visuals (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.6 ptsThe student fails to use visuals skillfully (pictures, video, narration, graphs, etc.) to compliment the text in presentation and to reinforce content.0 ptsNo effort10 ptsThis criterion is linked to a Learning OutcomeAPA/Source Integration10 ptsSources are referenced according to APA standards and two sources in addition to the text are provided.8 ptsSources are referenced according to APA standards and two sources are provided.7 ptsThe majority of the sources are erroneously referenced according to APA standards.6 ptsSources are referenced according to APA standards, but only one source is provided.0 ptsNo effort10 ptsThis criterion is linked to a Learning OutcomeWriting5 ptsThe student presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).4 ptsThe student presents information using understandable language, but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).3 ptsThe student presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).2 ptsThe student presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 ptsNo effort5 ptsTotal Points: 100
