Summarize your argument.

The following video clips discuss the impact of technological change on the labor market in the United States and Europe. This will allow you to compare two separate regions- North America and Europe. Please watch all the video clips.
Videos on United States:
Video 1 (CNN): https://www.youtube.com/watch?v=opdc8hQN0ew
Video 2 (The Economists): https://www.youtube.com/watch?v=gUc5oN_ffRo
Video 3 (CNBC): https://www.youtube.com/watch?v=a-7Azih0D98
Video 4(CNBC): https://www.youtube.com/watch?v=FJVgyxwQfKk
Videos on Europe (International):
Video 1(DW): https://www.youtube.com/watch?v=iXGtx-hroKE
Video 2(DW): https://www.youtube.com/watch?v=6IOH7b68byk
Assignments:
Part 1: Write a summary of all the video clips above (Max two pages, single spaced)
Part 2: Debate Essay
Abdul, Jose, and Mary watched the above video clips together. Abdul and Jose are very optimistic about their future with employment opportunities. But Mary is a bit skeptical. She said- “technological change is going to eliminate more jobs due to creative destruction. This will increase economic and social inequality.”
Task: Write an essay (not more than 2 pages, single spaced) either arguing against (or for) this proposition made by Mary (you can also choose to write an essay taking a middle ground).
Instructions:
1. Make sure you write both the essays (part 1 and part 2)
2. In your debate essay using the following structure:
Introductory paragraph: state the debate statement and your position on this.
Second paragraph: describe and explain your major argument in support of your position stated in the first paragraph. Add two to three supporting arguments (or examples) to substantiate your argument.
Third paragraph: describe and explain your second major argument in support of your position in the first paragraph.
Conclusion: repeat the statement with your position. Summarize your argument.
Grading rubric:
The student can correctly identify the type of unemployment, and can identify the link between that unemployment and technological change, in his/her argument (20 percent),
The student is able to compare and contrast the U.S. versus European (or other regions’) approaches to mitigating the impact of these technological changes on their respective labor forces (20 percent),
The student is able to logically develop an argument based on the topics discussed in class (40 percent),
The student is able to link income and employment to socio-economic inequality (10 percent), and
Writing quality and ability to follow the instructions (5+5=10 percent).