Identify and apply the critically important aspect of Tharp’s (1994) perspective-changing theory.

Learning Experience 3.C: Moving from Isolated Events to Integrated Themes: Applying Social & Cultural Studies in Education to Film—- PPT Presentation 14 slides Reading/s and Viewing/s: Team review a film (Hidden Figures, 2016). (APA citation and brief review required for approval consideration) Instructions: analyze the film you have chosen in a “Clips and Caption” format using appropriate technology. Note: your tech skills are not being graded, but you must have visuals. If you are intending to submit your review for publication, present the film review as a Word.doc with figures rather than a PPT Rubric: Clips & Captions Rubric with REQ A @ 15 pts., REQ B @ 15 pts., and REQ C @ 10 pts., Value 40 pts. RUBRIC GUIDELINES FOR CLIPS & CAPTIONS ANALYSIS RUBRIC REQ A for 75 points Explicated, comprehensive, captioned clips analysis of a specific topic including critical consciousness about content: __/15 3 to 5 clips (per author, if teamed; co-authors need at least 3 for each author)—a clip is a picture, visual representation, artifact; while you need to include a meaningful representation of Tharp’s funnel (created as a table, or a figure, or textually, this requirement does not count as one of the required clips—see details for this component of your analysis in Requirement B); __/10 meaningful integration of clips with text (ideally identify as figures or tables); __/10 both definitive date and objective desсrіption of each clip with a source (note, identifying the sources of clips does not count as part of the required course citations and references); __/10 interpretation of related course objectives and module learning outcomes (from the course syllabus); __/10 critical analysis synthesizing course readings and learning experiences; __/10 demonstrating a global citizen educator/education knowledge base (UN/UNESCO and related connections from course readings); __/10 interpretation of what this detailed analysis has helped you understand and your explanation of that thematic understanding to your reader. NOTE: While the first three components in this requirement should be demonstrated by your clips, the next four components—the entries to your timeline and consideration of Tharp’s ethnogenetic analysis—may be best analyzed in a multi-paragraph, summative statement. RUBRIC REQ B for 75 points __/25 APA (2020) formatting of at minimum four full references with at least 8 different citations in each learning experience and 16 different citations of required readings for the final. You must reference what you cite and have a cite for each reference. Typically, each row in the ethnogenetic table needs a citation. Citations and references for the primary content sources include the following: __ Spring (required), __ Tharp (required, see following details), __ Huber (required for “I Am From” but not the Clips & Caption analysis), __ UN/UNESCO (at least one reading is required), __ individual video/film/documentary included as focus for film reviews (required), __ PPTs/guest presentations (optional b/c participating in virtual discussions is optional), __ additional outside sources are welcome but do not count in the needed totals. __/10 I dentify and apply the critically important aspect of Tharp’s (1994) perspective-changing theory: ″The forces acting upon any one developmental event can be understood as operating through a funnel of four levels, in which each level is simultaneously potent″ (Tharp in Huber et al., 2018, p. 485, emphasis added). __/10 The four levels are phylogenesis, ethnogenesis, ontogenesis, and microgenesis. Distinguish these four levels in a table (e.g., shading levels differently) or in text (e.g., including subheadings for each). __/10 Ethnogenesis operates through the historical process of centuries. Creating the public schools started in the historical time period. __/10 Ontogenesis operates through the biographical process of decades, frequently considered a lifetime. __/10 Microgenesis operates through the acquisitional process including the most recent years through the very moment in which you are reading/writing/thinking. Tharp has argued “against traditional education and psychology, as Westernized institutions that have ignored the historical processes (also known as the ethnogenesis level of causation) involved in cognitive and social development” (Huber et al., 2018, p. 485). If you who cite the original source for Tharp, then you are probably in error since this means you worked from the original chapter (please let me know if you did), as follows: Tharp, R. G. (1994). Intergroup differences among Native Americans in socialization and child cognition: An ethnogenetic analysis. In Patricia M. Greenfield, & Rodney R. Cocking (Eds.), Cross-Cultural roots of minority child development (pp. 87-105). Lawrence Erlbaum. What you are more likely citing from and then need to reference is the PPT from Module 2 (not the one presented during discussion by Martinez & Erdem, 2021). Huber, T. (2018). Consciously traveling through ethnogenetic levels of causation—from marginalized border to intercultural competence [PowerPoint slides]. Blackboard, EDCI 5316, College of Education, Texas A&M International University, Laredo, Texas. Note: B/c courses are only accessible by participants in the course, no doi nor persistent link can or should be provided. However, anything taken from the web needs to have a persistent link or a doi; this applies to pictures and images (as in your film reviews), as well as all text. In addition, a picture with no date needs to be considered carefully for inclusion when you are analyzing events across time—without an accurate date, analysis is not possible. Related: The final slide in the Huber (2018) PPT includes a published source for some of the content (co-authored by three of the founding members of the POSSE—Lorena, Mayra, and Liz). Students frequently find details from these former TAMIU students. Huber, T., Sanmiguel, E. R., Cestou, L., & Hernandez, M. (2018). Preparing globally competent educators through critically engaging in service-learning. In T. D. Meidl & M. S. Dowell (Eds.), Service-Learning initiatives in teacher education programs (pp. 480-502). IGI Global. Available doi:10.4018/978-1-5225-4041-0.ch026 Note, this chapter was reprinted in January of 2021 in a research anthology: Huber, T., Sanmiguel, E. R., Cestou, L., & Hernandez, M. (2021). Preparing globally competent educators through critically engaging in service-learning. In Information Resources Management Association (Ed.), Research anthology on instilling social justice in the classroom (pp. 940-962). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch054 Note: This research was previously published in Handbook of Research on Service-Learning Initiatives in Teacher Education Programs; pages 480-502, copyright year 2018 by Information Science Reference (an imprint of IGI Global). From the guest presentation by current POSSE members who are publishing on Tharp’s analysis: Martinez, Alejandra Y., & Erdem, Kristen Pedersen. (2021, March 29). Tharp′s funnel: Understanding the present through an understanding of the past: An invited Zoom presentation for EDCI 5316 [Virtual PowerPoint, Canva with Chat and synchronous Q&A]. Texas A&M International University, Laredo, Texas. RUBRIC REQ C for 50 points Applied graduate-level, word-processed APA writing standards in all elements, including: ___/5 complete title page, page numbers, running head, and “Author Note”; ___/5 a desсrіptive title and definitive sub-title for your learning experience (while you may include the LE identifier, avoid doing so in your title or running head); __/25 expression of ideas, mechanics, paragraphing, punctuation, grammar, and usage enhance readability, such as italics (not quotation marks) for primary titles, such as books, journals, reports; complete references, including persistent links when available, enhance the trustworthiness and accuracy of your writing; __/15 employing unbiased language as a critically reflective global citizen educator (GCED) including capitalization of names for racial and ethnic identity.