Reading resources for visual notes

The purpose of this post is to provide you with additional means and resources for finding ideas to make visual notes of.

After you have run out of ideas from your chapter to visualize, you have several options for finding more ideas…

1. Look in the index of the blue book for your subject matter.

– For white supremacy, look for terms like racism, white supremacy, race, etc.

– For capitalism, look for terms like class, wealth, working-class, etc.

– For patriarchy, look for terms like sexism, hetero-sexism, gender, sexuality, sex, etc.

2. Look in the blue book for terms that you could possibly relate to your subject matter.

– That is, find terms that are not directly related to your subject matter by the authors but that you are able to relate to your subject matter. E.g., you might think about how the term “reference group” is related to white supremacy: what is the reference group of a white supremacist/racist person?

3. Look in the green book for readings on your subject matter.

– For white supremacy, you might consider the readings “A Different Mirror”, “Of Our Spiritual Strivings”, or “Black Students at Predominately White Colleges and Universities”.

– For capitalism, you might consider the readings “… And the Poor Get Prison”, “Nickel-and-Diamond: on (Not) Getting by in America”, “Positive Functions of the Undeserving Poor: Uses of the Underclass in America”, “Power and Class in the United States”, “Class Conflict: Tuition Hikes Leave College Students in Debt and Torn between Paid Work and Coursework”, etc.

– For patriarchy, “Fraternities and Collegiate Rape Culture: Why Are Some Fraternities More Dangerous Places for Women?”, “He Defies You Still: the Memoirs of the Sissy”, “Women in the Global Factory”, etc.

4. Check out some online resources.

For white supremacy…

– http://en.wikipedia.org/wiki/White_supremacy

– http://en.wikipedia.org/wiki/Racism

– http://en.wikipedia.org/wiki/Institutional_racism

For patriarchy…

– http://en.wikipedia.org/wiki/Patriarchy

– http://en.wikipedia.org/wiki/Sexism

– http://en.wikipedia.org/wiki/Heterosexism

For capitalism…

– http://en.wikipedia.org/wiki/Capitalism

– http://en.wikipedia.org/wiki/Class_discrimination

Infographic criteria for phase 3

The purpose of this post is to make you aware of the grading criteria and requirements of your infographic for phase 3.

Infographic-making programs: LibreOffice Draw, GIMP, http://www.creativebloq.com/infographic/

Requirements:

1. An infographic should consist of the 12 (or more) visual notes that students were expected to produce in previous assignments.

2. Infographic drawings should be in color (e.g., color pencil, crayon, marker, computer graphic color, etc.).

3. An infographic should be a single image, as opposed to multiple separate images; acceptable image formats include .jpg, .jpeg, .gif, .png.

4. An infographic should be titled with the name of the social system to which it pertains (e.g., “White Supremacy”, “Capitalism”, “Patriarchy”).

5. Each visual note should be titled the name of the idea that it attempts to visualize (e.g., “Genocide”).

6. Each visual note title should have a number following it (preferably in superscript, subscript, or significantly smaller font size), which designates the annotation to which it pertains (e.g., “Genocide¹ ”, “Genocide ₁” or “Genocide 1”).

7. Each visual should be annotated. That is, on a separate page and beneath the number which corresponds to the number mentioned above, you should list 1) the name of the idea, 2) the idea itself, 3) an example of the idea [unless the idea is already an example], 4) a reference/citation that designates the text and page number that the idea can be found in.  The idea itself should be copied and pasted directly from the book.  Bold each of these items as I have below.

E.g.,

1

Name of idea:  Genocide

Idea:  "Genocide is the systematic killing of a group of people, based on their race, ethnicity, nationality, or religion. Typically, genocide involves a majority group seeking to exterminate a minority group."

Example:  the Armenian genocide of 1915, the genocide of Native Americans by European settlers, the Holocaust

Reference:  Croteau, David and William Hoynens. 2013. Ch.10: Race and Ethnicity.  Experience Sociology. Pg. 259.

I’ve included the items immediately below so that you can copy and paste them into your annotation document.

Name of idea: 

Idea: 

Example: 

Reference: 

8. Infographics and annotations should be sent in separate documents. Infographics should be sent as image files (e.g., .jpg, .jpeg, .gif, .png). Annotation should be sent as Word files (e.g., .doc, .docx).

9.  References for the blue book should follow this format:  Croteau, David and William Hoynens. 2013. Ch.##: Chapter Title.  Experience Sociology. Pgs. ###-###.

10. References for the green book should follow this format:   Last Name, First Name of writer. (yyyy of original print/2010) Title.  Introductory Sociology Reader by R. Hensley and R. Castro. Pgs. ###-###.

12. References for URLs should consist of links to the source.

Below is an example of what an infographic could look like. The layout doesn’t have to look the same. For example, you could go wider like thisexample or you could go taller like this example. However, the items included in this example (e.g., a title for the infographic, titles for the visual notes, etc.) should be included in your infographic.

 

Phase 3 game prototype requirements

The purpose of this post is to inform you on the aspects of your game prototype that you will be graded on for phase 3.

For phase 3, you are expected to turn in (or demonstrate through gameplay) a playable game prototype.

What is a playable game?

1. One with sequential or simultaneous turn-taking (i.e., players either play one after another or they play all at once)

2. One with clearly defined player characters (or PCs)

3. One with a rulebook that contains directions for how to play the game, which designates…

– how to choose PCs

– how different PCs get treated differently (e.g., whites vs. non-whites, men vs. women, capitalists vs. workers)

– how to decide who goes first

– how to carry out gameplay procedures (action sequences) – e.g., on a player’s turn, they roll the dice, and then moved their piece, and then draw a card that might list event in the probability of it happening to their PC, and then roll the dice to determine if it happens or not, and then they gain or lose something, or nothing happens

– how to keep track of game progress (e.g., through the position of the pieces on the board, with a score sheet, etc.)

4. One with a physical layout that contains, for example, a game board, cards or squares that contain information about gameplay or game events, dice, score sheets, etc.

5. One with 6 (or more) codes--only 1 of these can pertain to how the identities of social actors (e.g., black, white, man, woman, etc.) are represented in the game

6. One with a victory condition (e.g., the condition of winning in your game might be that you make it to the end first) –[optional for prototype]

Some more examples of visual notes

The purpose of this post is to offer you some more examples of what visual notes can look like.

SEXISM: This one is short and sweet.  It utilizes body figure, hair, and dress differences to distinguish men and women.  It then makes use of a pedestal and a speech bubble to indicate the superior treatment of men vs. that of women.

SECOND SHIFT: This visual note uses the image of office buildings to convey the idea of work away from home; it expresses the idea of work at home with a house, a vacuum, and a baby.  It conveys the idea of having two work shifts with the 3 speech bubbles and with the two time cards and time clocks:  one is next to the 'work away from home' images and the other is next to the 'work at home' images.

GENDER ROLE: This visual note uses pop culture references to add a little flare (though more abstract images like stick figures are effective as well).  It uses the image of a pop fiction father and son to indicate the social learning aspect of gender role (i.e., parents can powerfully shape the gender of their children).  The core idea is expressed quite simply with a speech bubble, with the image of the father (who is the person that has the expectations of how boys and girls should act) and the image of the child, which is the person that either conforms to or deviates from the gender role expected of them (in this case, it's the expectations of the father).

PASSING: This visual note uses a 2 frame design to indicate a process of change.  In the first frame, the dotted lines and the bindle indicate travel (or more specifically, immigration); the flag and the last names of those underneath it ("Smith") indicate the country and the dominant culture that the immigrant is entering into.  The immigrant's name ("Schmidt") indicates their subcultural difference from the dominant U.S. culture.  In the second frame, the changed name and the idea bubble indicate the process of the immigrant blending in and going unnoticed as a member of a subculture.

Stenograph template image

The purpose of this post is to provide you with a stenograph template to print out and use for class.

Update on making stenographs & getting participation points

The purpose of this post is to clarify aspects of making stenographs and getting participation points.

STENOGRAPH REQUIREMENTS/PARTICIPATION POINTS:  Students will get points for participating in each prototyping session.  Individual students are expected to contribute a minimum of 2 ideas per session. Each group is expected to collectively decide on 1 to 3 codes every session.  Students will earn participation points based on whether the stenographs indicate 1) that they made idea contributions and 2) that their group decided on some codes. So, for any given student to get full credit, a stenograph must contain at least 2 idea ("I.") contributions with their initials next to each of them and at least 1 code ("C.") underlined somewhere on the page. 

HOW TO CONTRIBUTE AN IDEA: 

1. Present your visual notes, 
2. Explain your idea, 
3. Give an example of your idea (e.g., the Holocaust is an example of genocide); if your idea is already an example, then explain how your example expresses, embodies, or makes clear or real concepts from your chapter (e.g., if your idea is the fact that Katherine Switzer was attacked for being a woman participating in the Boston Marathon, then you could say that this fact expresses the concept of discrimination because a woman was being treated as unequal to men), 
4. Don’t read from a script or from the book (an outline is okay) – i.e., you should have an understanding of the ideas that you present on; you should be able to speak confidently about the idea in a way that is accurate to the idea, as opposed to merely making the stuff up off the top of your head--contact me if you want help comprehending your idea(s).

HOW TO INDICATE IDEA CONTRIBUTIONS:  In order for a student to get their idea contribution points, and in order for a stenographer to indicate this contribution, the stenographer needs to write only 1) the contributing student's initials in the left-hand margin (e.g., MM), 2) the idea symbol “I.”, 3) the name of the idea (e.g., genocide), 4) the page number on which the idea is found (e.g., p.259 or ES, 259). It is not necessary to write out the full idea.

– A stenograph entry for an idea might look like this:  “MM    I. Genocide – ES, 259”

FOR ABSENT STUDENTS:  If you DON'T have a valid excuse, then you can get PARTIAL credit for submitting your visual notes and idea contributions (see above) to your group members prior to the session that you will be missing.  If you DO have a valid excuse, then you can get FULL credit for submitting the following items to your group members (preferably) prior to the session that you will be missing:  1) your visual notes along with, 2) the other idea contribution factors (see above), 3) one or several codes (i.e., game representations of your ideas) that your group can use for the game.