1 10 th Grade Benchmark: World Issues Project Handbook 2014-2015 This project is designed to give students the opportunity to research, critically think, and act to promote change in the world. Do not lose this packet – you will need to refer to it throughout the benchmark project. This packet is available online should you lose yours. There will be NO replacement packets offered if you lose yours. Filling in your name and teachers’ names will help return this packet to you if it is lost. This packet belongs to: _______________________________________________ World History Teacher and Room #: _____________________________________ English Teacher and Room #: ___________________________________________
Transcript
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10th
Grade Benchmark:
World Issues Project Handbook
2014-2015
This project is designed to give students the opportunity to research, critically
think, and act to promote change in the world. Do not lose this packet – you will
need to refer to it throughout the benchmark project. This packet is available
online should you lose yours. There will be NO replacement packets offered if you
lose yours. Filling in your name and teachers’ names will help return this packet to
you if it is lost.
This packet belongs to: _______________________________________________
World History Teacher and Room #: _____________________________________
English Teacher and Room #: ___________________________________________
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General Benchmark Details
Calendar and Due Dates: Write these in your planner.
Assignment Due Date Due to
World Issues Kickoff October 10th World History
Country Infographic October 21st World History
Request for Information October 28th World History
Running Annotated Bibliography October 28th + English
Comparative Periodical Review November 4th English
Global Issue Profile Rough Draft November 14th World History
Global Issue Profile Final Draft December 9th World History
Issue Socratic Seminar February 3rd History
Letter to an Expert February 17th English
Policy Paper April 21st English
Policy Debate May 15th All
Service Project All
What is the purpose of the benchmark project?
The purpose of this benchmark project is to make sure that every student in the 10th grade has attained
a minimum level of skills in the social science and English disciplines, as well as the ability to meet
Irvington’s School Wide Outcomes. A student that cannot meet the minimum requirements will not
move to the next grade level.
What is expected of me?
At the end of the 10th grade, Irvington High expects all students to demonstrate a basic understanding of
the following skills:
Modern Language Association (MLA) standards for research and writing
Correct spelling and grammar
Library research and correct citation of sources
Technology Use: Word Processing, Power Point
Expository Essay Format
Persuasive Essay Format
Oral presentation skills
Service Learning
The World Issues Project benchmark is a shared English and Social Science curriculum designed to refine the research and writing skills students learned during the Change Project while simultaneously introducing them to several problems that are facing our global community today. Over the course of this largely individual project, students will be randomly assigned a nation and a world issue. Each student will then become an expert on the assigned global issue, as well as the impact of that issue on their research country.
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Students will begin the process by becoming more familiar with their assigned country and creating an infographic that displays key facts about their nation. They will then conduct their first research into the issue they have been assigned, learning who and where are affected, as well as why the issue is a factor in global affairs. Students will then develop their initial research with additional sources, including foreign news outlets and letters to experts, culminating in a Socratic seminar. The Socratic seminar is an opportunity for students to discuss their findings so far with others who have been assigned their nation and issue pairing, and gain insight from others' research. Armed with this knowledge, students will move to the final phase of the project, where they create a
policy paper, backed by their research, in which they propose a solution to their assigned global issue
from the perspective of their assigned country. The project concludes with a homogenous meeting of
nations, each covering the same issue, where students will share their proposals. Students will then vote
on which proposed policy they feel would best help begin the process of resolving their assigned issue.
What if someone in my group isn’t fulfilling their obligation to the group?
A student who is not participating appropriately with the group will receive a warning and then if the
teacher’s standard is not met, the student will be removed from the group and asked to complete the
project independently on a different country. IT IS THE STUDENTS’ RESPONSIBILITY TO INFORM THEIR
TEACHERS WHEN ISSUES ARISE. If you do not let your teacher know there is a problem until the last
minute, there is little they can do to help you.
What if my work is late or incomplete?
WIP due dates are firm. Any assignment submitted after its due date for any reason will receive no more
70%. Assignments not completed correctly will be returned as redo’s and will be subject to point
deductions. In order to pass the World Issues Benchmark Project, students must achieve a “C” or better
on each assignment. Failure to do so will result in an “I” grade in both English and World History until
the completion of the project, regardless of other work completed in the class.
Grading:
The World Issues Benchmark is worth a different proportion of your grade depending on the class and
semester in question:
World History English
1st Semester: 20% 1st Semester: 20%
2nd Semester: 30% 2nd Semester: 20%
Contracts:
If for some legitimate and verifiable reason you do not pass you World Issues Project, you may be given
a contract to complete the project during Contract Summer School. Contracts are not guaranteed and
are given at your teacher’s discretion in accordance with their individual classroom policies.
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WIP Infographic Assignment
You will begin work with the WIP by working with your group to research and record basic information about your assigned country, and represent your findings using creative, quantitative imagery. Infographic Content Infographics use images to represent data, concepts, groups, and ideas. Before creating such images, students must first ascertain: Population of assigned country • In total (How many people live there?) • By gender (What is the ratio of males to females?) • By age (What proportion are children [0-17], adults [18-64], and elderly [65+]) Major religions of assigned country • Three most widely practiced • If a large proportion of the population does not practice a religion, note this too Major ethnic groups in assigned country • Identify all groups that comprise more than 2% of the total population Average salary in assigned country • Overall average • Differences between groups within the country (ethnic groups, gender, etc) • Three most common careers Education in assigned country • Approximate number of public schools • Proportion of population with a high school diploma • Proportion of population with a college degree • Proportion of population that is literate Trade • Five highest value exports (in US Dollars) • Five most imported goods • Five most important trade partners (countries they buy a lot from or sell a lot to)
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Infographic Format Students will be completing the infographic in one of two possible formats: digital or poster. The format is the decision of the World History teacher; they may allow either format, or only one type. Digital Format • Infographic minimum resolution of 1028 x 720 • Incorporate both photo images and illustrated graphics • Clearly and neatly organize information; all text must be legible • Do not repeat visual styles: for instance, a pie chart may only be used once Poster Format • Minimum poster size of 2’ x 3’ (dimensions in feet) • Full color for images and data • May include hand-drawn art, printed images, or a combination of both • All data and text must be clearly visible and neatly written • Do not repeat visual styles: for instance, a pie chart may only be used once
Sample Infographic
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Infographic Rubric
A B C I NC
Formatting All formatting
requirements
are followed
for the chosen
medium +5pts
Some
formatting
errors for the
chosen
medium
+3.5pts
Substantial
formatting
errors +0pts
Content All 6 required
topics and
their various
sub-topics are
represented on
the
inforgraphic
+15pts
All 6 topics are
covered, but a
few sub-topics
are missing
+13pts
Multiple
missing sub-
topics, or a
missing main
topic +11pts
More than one
missing main
topic and/or
many missing
sub-topics
+9pts
No substantial
effort made to
complete the
infographic
+0pts
Imagery A wide variety
of relevant
images are
used to
represent data,
with creative
flourishes that
show
considerable
thought and
effort +15pts
A wide variety
of relevant
images are
used to
represent data
+13pts
Some images
are repeated,
and/or are not
very relevant
to the data
being
represented
+11pts
Several
repeated
images and/or
images are
irrelevant to
data +9pts
Only simple
charts are
used, or the
students make
no attempt to
complete the
infographic
+0pts
*Score for the infograohic is shared by all group members
Total Points Possible: 35
Due Date: October 21st
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Request for Information on Your Issue
Now that you have researched some basic information about your assigned country, you will be
getting to know more about your global issue and its affect on the world. To begin your research
process, you will gather relevant facts pertaining the following aspects of the issue:
What is the issue?
How is it defined?
What problems are associated with the issue?
How many people does the issue affect globally?
What nations/regions are the most affected? Why?
What nations/regions handle the issue well? How?
What are national governments doing about the issue?
What are international authorities doing? (UN, G8, INTERPOL, etc)
What are private groups doing? (Charities, faith-based groups)
How is the issue affecting your assigned country?
Are there any groups in your country that are disproportionately affected by the issue? If so,
what group is being affected and why?
What is the government of your country doing about the issue?
How does the way your country’s government is addressing the issue compare to what other nations are doing?
Use the grid on page 9 to help you gather information to answer the questions above. As you find information, you will need to record from where you found it. The grid includes a place for parenthetical citations of the sources you have found, and you must make note of every source you use. The next page gives you helpful information on what parenthetical (in-text) citations are and how they ought to be used.
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What are Parenthetical (In-Text) Citations?
Parenthetical citations are how you name the source in the body of your paper every time you use
something from that source. They are called parenthetical because they go in parentheses at the end of the
sentence containing a fact/idea/quotation from the source: ( ). The citation should start with the first
thing from the corresponding entry in your Works Cited page, so normally your citation will be the author’s
last name and page number: (Orwell 14). If there is no author, your citation will use the article or web page
title: (“Water Pollution in the Bay Area” 14). If there are no page numbers, it will look like this (“Afghanistan”),
unless your teacher asks you to include paragraph numbers.
If you use someone’s words directly, you should put “quotation marks” around their words and a
parenthetical citation at the end of the sentence:
Some experts believe that hunting is only harmful when done excessively and that “regulated sport hunting
has never driven any wild species into extinction” (Turback 74).
If you used their idea but you put it entirely in your own words (paraphrasing), you put the citation at the
end of the sentence where you talk about that idea, but with no quotation marks:
Though the number of attacks by mountain lions on humans is low, the rate of increase of attacks since the
1960s is cause for serious concern (Rychnovsky 43).
For more information on parentheticals, see: McAuley, Allyson. “How to Create Parenthetical Citations.”
For a REFERENCE (like The World Book Encyclopedia or The Environmental Encyclopedia):
Author’s last name, Author’s first name. “Title of Article.” Title of Reference Book. Edition, if
given. Year. Medium.
Helpful Hints: Publication info is not needed for well-known encyclopedias. If the article is signed, list the author
first, otherwise list the article title. Don’t cite the editor of the whole encyclopedia. If the articles are arranged
alphabetically, you can leave out volume and page numbers.
Mohanty, Jitendra M. “Indian Philosophy.” The New Encyclopaedia Britannica. 15th ed. 1987. Print.
For a PERIODICAL that you found in PRINT: A periodical is a magazine or newspaper.
Author’s last name, First name. “Article Title in Quotation Marks.” Periodical Title Italicized Date:
Section number (for newspapers: C3, C3+) or page range (for magazines: 18-22). Medium. Helpful Hints: No period after periodical title. Capitalize correctly, even if the source doesn’t.
Wildermuth, John. “Polls Agree on Debate But Split on Election.” San Francisco Chronicle 5 Oct. 2004:
A1. Print.
ONLINE PERIODICAL (A magazine or newspaper you found on the Web):
Levy, Steven. “Great Minds, Great Ideas.” Newsweek 27 May 2002. Web. 15 Sept. 2008
<http://www.msnbc.com/News/754336.asp>.
For a PERIODICAL FROM A DATABASE (most IHS students use Alameda County Public
Library databases at aclibrary.org):
Wildermuth, John. “Polls Agree on Debate But Split on Election.” San Francisco Chronicle 5 Oct. 2004:
A1. Lexis Nexis. Web. 12 Oct. 2009.
For a SCHOLARLY (ACADEMIC) JOURNAL: This is an academic journal from a database,
JSTOR. If from the Web directly, leave out the database name. Put “n. pag.” instead of page
#s if it has no page #s. Notice the VOLUME NUMBER & ISSUE NUMBER 32. 1, & the
“Sudan.” The Encyclopedia Americana. 2004 ed. Print.
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WIP Running Annotated Bibliography
An Annotated Bibliography is a works cited page that includes summary and analysis of each cited
source. A running annotated bibliography is the same assignment, except we continue adding sources
to it over the course of the project. Each source addition will have its own specific requirements and
due date. The goal is for you to engage in continual research, and to become familiar with different
types of sources.
For WIP you will be required to use four specific source types, and by the end of this project, every
student will have a minimum of eight annotated sources on their bibliography. You are allowed to go
beyond these requirements and do any further research you wish, however, all of your sources must
pertain to the issue you are assigned. All assignments must be typed, done in MLA format, and
submitted to turnitin.com. Sources must be printed out, attached to annotated bibliography
submission, and highlighted with direct quotes used.
SEMESTER 1
Submission #1 Due Oct. 28
This first assignment will kick start your annotated bibliography, using one Website (no Wikipedia, ehow,
ask.com, about.com, answers.com, etc.)
Submission #2 Due Nov. 4
Add one source from a Newspaper/Periodical.
Submission #3 Due Nov. 18
Add one source from an Academic Journal.
Submission #4 Due Dec. 2
Add one source from a Book (eBooks are acceptable) OR Video/Film/Documentary
**(Videos include interviews, news clips, speeches, etc.)
SEMESTER 2
Submission #5 Due _______
Add one source from a Website (no Wikipedia, ehow, ask.com, about.com, answers.com, etc.)
Submission #6 Due ______
Add one source from a Newspaper/Periodical.
Submission #7 Due ______
Add one source from an Academic Journal.
Submission #8 Due ______
Add one source from a Book (eBooks are acceptable) OR Video/Film/Documentary
**(Videos include interviews, news clips, speeches, etc.)
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How do I create an Annotated Bibliography?
STEP 1: You will need to research. You will be assigned the type of source (s) for each due date, so you
must follow those requirements.
STEP 2: Create an MLA citation for your source(s). Great resources to help you are:
Purdue Owl (This is a GREAT resource on how to create annotations!)
Irvington.org, Student Tab, Library, MLA Help
STEP 3: Underneath your citation, type a paragraph (the annotation) that
1. SUMMARIZES the source (Should include a direct, cited quotation from source)
2. ANALYZES the validity of the source (what makes this source believable/reliable?)
3. REFLECTS upon the source’s use/value to your project.
**See and FOLLOW the Annotation Template on the next page.
STEP 4: Check your MLA format:
Times New Roman, 12 point Font, 1 inch Margins
HEADING o Name, Teacher Name, Class & Period, Date (Day Mon. Year) in top LEFT corner of page 1 o Your last name and page number in top RIGHT corner of all pages after page 1
All sources must remain in ALPHABETICAL order. (You are not simply adding new sources to the bottom)
SPACING o Citation is double spaced, with a hanging indent o Annotation is single spaced, and left justified (everything lines up against the left side) o Between source entries, there should be one “return button” space (You need to go into
the “paragraph” tab and check the box that says “don’t add space between paragraphs of the same style”)
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Annotated Bibliography Template
In __________________________________________________________________________ , Genre of source title of source ________________________ , ____________________________________, _______________ author’s full name info about author(might need to look up) active verb that _________________________________________________________________________ paraphrase or directly quote the central claim of source with citation _____________________________________________________________ ( ___________________) . parenthetical citation ____________ _______________________ this claim by first _________________________ He / She develops / supports active verb ____________________________________________________________________________ . explain what the author does/ first subpoint Then, ________________________________________________________________________
explain what the author does next
summarize ALL of the author’s subpoints –may take a few sentences – paraphrase or ______________________________________________________________ ( _____________) directly quote from the source when summarizing parenthetical citation ______________________________________________________________________________ Here, you might consider starting with a prepositional phrase like “Toward the end of the text” or “In this section” or some other phrase in order to add variety to your writing _____________________________________________________________________________ .
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_______________’s purpose is to ________________________________________________ author’s name (what is author trying to achieve by writing this article?) ___________________________________________________________________ in order to ______________________________________________________________________________ what does the author want the audience to do or feel as a result of this work? _____________________________________________________________________________ . This work is significant because _________________________________________________ explain how it is significant to YOUR PROJECT _____________________________________________________________________________ . Additionally, this work connects to __________________________ by __________________ other research/issue material active verb _____________________________________________________________________________ . use Sentence Starters* to make connections _____________________________________________________________________________ Additional sentences as needed - using Sentence Starters* _____________________________________________________________________________
**Sentence Starters
This fact/statistic/information shows that… (clarification)
Based on these facts, I can infer that… (synthesis)
Clearly, this validates the importance of … (historical significance/ importance of issue)
My consultant validated/denied/further elaborated on this by saying … (connection between)
This statistic raises the question … (new areas of research)
This information made me wonder/want to find out… (new areas of research)
I now see that … (answers your topic)
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Annotated Bibliography Rubric
Excellent (A)
Good (B)
Acceptable (C)
Redo
Annotations 70%
Annotations include comprehensive summary, in-depth analysis, meaningful reflection, and direct connection to WIP issue. Direct quotation/ paraphrase has significant relevance to author’s claim.
Annotations include adequate summary and analysis, relevant reflection, and direct connection to WIP issue. Direct quotation/ paraphrase has relevance to author’s claim.
Annotations include summary, analysis, reflection and connection to WIP issue. One or more of these elements may be weak. Direct quotation/ paraphrase is present.
Annotations are missing one or more pieces (summary, analysis, reflection, connection, quotation/ paraphrase).
MLA format and style
20%
MLA format has no errors.
MLA format has no more than 2 errors.
MLA format has no more than 4 errors.
MLA format has more than 4 errors.
Grammar and spelling
and mechanics
10%
No grammar / mechanic/ spelling errors.
No more than 1 grammar/ mechanic/ spelling error.
No more than 2 grammar/ mechanic/ spelling errors.
No more than 3 grammar/ mechanic/ spelling errors.
.
Students will lose 10% for each redo submitted.
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Global Issue Profile
Your first essay for the WIP project is a simple transfer of the information you found during your Request for Information research into an essay format. In addition to communicating the information you found during your
research, you will also be practicing the mechanics of higher-level writing, such as accurate and consistent parenthetical citations, proper use of relevant sources and data, and a properly formatted works cited page.
Writing Your Essay: This essay is an informative [expository] piece of writing in which you communicate to your reader what you have learned about your global issue. While you will be primarily using your RFI, you may find that you need to conduct some additional research in order to answer all of the required content, as detailed below.
Essay Content: Paragraph 1: Introduction • What is an attention-grabbing fact about the issue? • What is the issue? • What is the definition of the issue? • What are problems associated with the issue? Paragraph 2 & 3: How many people in the world are affected? • What is the number of people worldwide affected by the issue? • What nations/regions are the most affected? Why? • What nations/regions handle the issue well? How? Paragraph 4: What is being done about the issue? • What are national governments doing? • What are international authorities doing? (UN, G8, INTERPOL, etc) • What are private groups doing? (Charities, faith-based groups) Paragraph 5: How is the issue affecting your assigned country? • How many people are affected in your country? • Are there any groups in your country that are disproportionately affected by the issue? If so, what group is being
affected and why? • What is the government of your country doing about the issue? • How does the way your country’s government is addressing the issue compare to what other nations are doing? Paragraph 6: Conclusion • How would you summarize the issue globally? • How would you summarize the issue in your country? *Note that papers of Honors students will include additional paragraphs in order to achieve the required length*
Essay must:
• Be in MLA Format: typed, 12 point Times New Roman font, double-spaced, 1-inch margins. • At least four pages long (five for Honors students):
o Page 1: Title page. Include your country & issue, name, your teacher’s names, period, date o Page 2-3: Your essay (2 pages minimum for CP, 3 pages minimum for Honors) o Final Page(s): Your Works Cited
• Parenthetical citations for all quotations and paraphrases. All citations must be referenced in Works Cited. • Each essay should use a minimum of 4 sources, including at least one from the following formats:
o Book (print, no digital versions will be accepted) o Reference (encyclopedia, etc.) o Periodical article (online or hardcopy) o Article from an electronic database
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Global Issue Profile Rubric
Automatic Redo if paper: □ is not in MLA format □ is too short (2 pages of text minimum, 3 pages minimum for Honors) □ has no parenthetical citations or works cited page □ was not turned in to turnitin.com
A B C I NC
Spelling and
Grammar
Excellent spelling and
grammar +15
Good spelling and
grammar with few
mistakes +13
Several spelling
and grammar
mistakes +11.5
Spelling and
grammar mistakes
are affecting
clarity of writing.
+10
Spelling and
grammar mistakes
make
understanding
difficult. +8-0
Content
Each supporting
paragraph is based on
exceptional research
that supports the
paragraphs topic
sentence. +30pts
Each supporting
paragraph is based
on good research
that supports the
topic sentence. +21
Each supporting
paragraph is
based on
sufficient
research to
support the topic
sentence. +19
Supporting
paragraphs are
based on
incomplete
research. +16 pts
Supporting
paragraphs are not
based on research.
+14-0 pts
Essay
Organization
&
Format
Paper follows the
required format for
essay structure,
paper format, and
required length. +15
pts
1 error in format
+7.5 pts
2 errors in format
+6.5 pts
More than two
errors in format.
+5.5-0 pts
Works Cited
Minimum of 4
sources are used
throughout and cited
correctly.+20 pts
3 types of sources
are used and cited
correctly. Few
mistakes. + 8.5 pts
2 sources or
many errors in
format +7.5 pts
1 source many
errors in format
+6.5 pts
No sources or all
sources are cited
incorrectly. +5.5-0
pts
Citations
Paraphrases, quotes
cited correctly;
referenced in Works
Cited pg. +20 pts
2 errors +17 pts 3 errors +15 pts 4 errors +13 pts More than four
errors +11-0 pts
Total Points Possible: 100 Due Date: Rough Draft November 14th, Final Draft December 9th
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Comparative Periodicals Review
Objective: Your goal is to understand how an event can be viewed differently depending on the point of view (POV) or perspective of the writer, in this case writers from different nations and cultures.
A periodical is a publication that is printed periodically (daily, weekly, monthly…) such as a magazine or newspaper. For this Review you will find periodical news articles from 2 different countries to investigate how their news media treat the same issue differently. The focus of this assignment is on what the article explicitly says and clearly implies. AVOID sharing your own opinion of the issue (that will come later in WIP). Do NOT make assumptions. Point to specific sentences in the article as evidence to back up everything you write, and look up all words that you do not know.
Procedure:
1. Gather two articles: In the library, you will learn some advanced search methods to find and choose international periodicals (see also PowerPoint “Tips for Finding and Evaluating News Articles from Different Countries” at this link: http://www.fmtusd.org/Page/25929). You MUST find these 2 types of articles:
1 news article about your issue in your WIP country that was published in a reliable periodical from your WIP country.
1 article covering the same issue in your country that was published in a reliable periodical from another country (your choice).
NOTE: United States periodicals will be the easiest for the second article, since you already know a lot about American perspectives. If you use a periodical from another country, do a little investigating about that country’s relationship to your WIP nation. Are you neighbors? Allies? Enemies? Is your WIP country a former colony of that country? Do you share a language? Etc.
2. Do a “close read” of the articles as demonstrated by your English teacher. Close reading involves reading each article more than once, looking up vocabulary that you do not know, and annotating the article. Sometimes called “talking to the text,” annotating involves underlining and highlighting meaningful elements (like keywords, or pieces of evidence that support a central argument) as well as writing your own notes in the margin. Your notes should summarize the main point of the paragraph they’re next to IN YOUR OWN WORDS, but also may include questions you have, connections to other parts of the article, etc. Follow your teacher’s instructions.
3. Summarize each article, following these steps:
1. Reread your annotations, which should include a quick summary of the main idea of each section in the margin (see above).
2. In the attached graphic organizer, column 1, write the first sentence of the summary. It must include the name of the author, the title of the periodical (ex: The New York Times), the “title of the article” (“Pollution in Shanghai Breaks Records”) and an active verb (claims, asserts, explains, etc.) Ex: In the unsigned Marshall Islands Journal article “Muller Says Sex Trafficking ‘Not Happening in RMI,’” the author describes the denial
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from Marshall Islands’ government after the country was classified in the U.S. State Department’s 2013 report as a “destination country” for women abducted into the sex trade.
3. In the rest of column 1 of the graphic organizer, turn each annotation that you made in the margin of your article (the main idea of each section) into a full sentence. Don’t skip any main ideas. DON’T INCLUDE YOUR OPINION, analysis, or assumptions. SUMMARY SHOULD BE IN YOUR OWN WORDS rather than the same phrases used by the article author.
4. Reread your summary and adjust if it doesn’t sum up the whole article.
5. Repeat for the next article in column 2 of the graphic organizer.
4. Compare and synthesize the articles: Use the horizontal space at the bottom of the graphic organizer to structure your comparison and analysis of your articles.
5. Write an annotated bibliography entry for each article, according to the directions from the Annotated Bibliography assignment in this packet. After your research, close reading of the articles, and completing the graphic organizer, you should already have all the information you need to write these quickly. It is fine to use sentences from your summaries when writing the annotation. You will later add these annotations into your bibliography assignment, so do them carefully!
6. Deliverables: The following are due to your English teacher by the due date:
1. Printed (or electronic, if teacher prefers) annotated copy of each of the articles
2. The attached graphic organizer showing your summary and comparison of the articles
3. An annotated bibliography entry for each article (one paragraph each, on the same page)
Common Core Standards Addressed in this assignment: Reading 1, 2 (close reading, citing textual evidence); Reading 4 and Language 4, 6 (identifying key terms and Social Studies vocabulary, determining meaning based on context, including connotations, nuances and variations in meaning); Reading 6 (how POV and purpose shape style); Reading 9 (comparison of multiple texts on same subject); Writing 7, 8 (short-term research project; gathering & evaluating sources).
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Comparative Periodical Review Graphic Organizer
Article 1 (from your WIP country) MLA Citation: Article 2 (from another country) MLA Citation:
Country of origin of article:
Summary (include all main points and important details):
Summary (include all main points and important details):
Comparison: In this column, write what you observe about the differences between the way these two articles treat this
point (no opinion or judgment). Consider: differences and similarities in content, tone, and style between the articles,
information left out/added/emphasized in one article. If relevant, indicate any guesses you have about those differences
(“the article from Palestine uses stronger vocabulary, maybe because they have had the most casualties in the conflict”).
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Comparative Periodicals Review Rubric
Excellent (A)
Good (B)
Acceptable (C)
Incomplete/Redo (Inc/NC)
Annotated Articles
Annotated articles include a clear and concise summary of each meaningful chunk of text in the margins of article. No main ideas or relevant details missed (complete sentences not required). They also contain other elements (such as highlighting or Qs). They show thorough understanding of explicit and implied points of article.
Annotated articles include clear summary of each meaningful chunk of text with no main ideas missed, and a few other elements (such as highlighting or Qs). They show understanding of main points of the article.
Annotated articles include a basic summary of each meaningful chunk of text. Some sentences may contain errors or misunderstandings.
Student did not turn in 2 articles; OR either article is not annotated or very incompletely annotated; OR annotations are plagiarized or incorrect.
Article Summaries (first 2 columns of graphic organizer)
Article summaries: -include author name -include title of periodical and “article title” -include all main ideas and relevant supporting details -show a clear understanding of the author’s points -are entirely in your own words -use unbiased language (don’t insert your own opinion!).
Article summaries: may be missing 1 of the required elements from the first 2 sentences. They include all main ideas but may have missed supporting details. They are in your own words but you might have misunderstood 1-2 ideas in the article.
Article summaries: may be missing 1-2 of the required elements from the first 2 sentences. They include main ideas but may have missed some. They are in your own words but contain some errors (ideas that were not in the article).
Student did not turn in 2 summaries; OR summaries are too short or missing more than 2 required elements; OR summaries contain many incorrect statements (ideas that were not in the article); OR summaries are not entirely in student’s own words.
Comparison section of graphic organizer
Comparison points out differences and similarities in content, tone, and style between the articles. If relevant, indicate any guesses you have about those differences (“the article from Palestine uses stronger vocabulary, probably because they have had the most casualties in the conflict”).
Points out differences and similarities in content, tone, and style between the articles. Student may have missed an important idea.
Makes an attempt at comparison but may have missed or misinterpreted differences between the articles.
A significant amount of misinterpreted information from what article author actually said; OR no attempt is made at comparing the articles.
Annotated Bibliography Entries
Annotated Bibliography entries follow guidelines in Annotated Bib assignment in this packet. They are comprehensive in terms of content and evaluation of sources. Correct formatting.
Annotated Bibliography entries follow guidelines. May contain 1-2 MLA or formatting errors, one may be incomplete.
Annotated Bibliography entries may be too short, not in-depth enough, or contain some MLA or formatting errors.
Student did not turn in 2 entries; OR annotations formatted incorrectly; OR contain many MLA errors.
Source Evaluation
Student has chosen 2 articles from reliable, current periodicals. If there is doubt about an article (bias, impossible to find a more current article, etc.) it is clearly explained in the annotated bibliography entry (see above), with explanation of why this source was chosen despite its shortcomings.
2 articles from fairly reliable, current periodicals. There may be some doubt or lack of clarity about the article’s suitability that is NOT fully addressed by the student in the annotated bibliography entry.
2 articles from fairly reliable, current periodicals. There is a definite doubt about ONE article’s suitability NOT fully addressed by the student in the annotated bibliography entry.
Articles not from reliable, current sources; OR not periodicals; OR not clear that any attempt was made to evaluate the sources (ex: finding out who publishes the newspaper).
Due date: November 4th
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Issue-Based Socratic Seminar
Thus far, you have reviewed the basic information of your assigned country and your assigned issue, and gathered a wealth of research from a wide variety of sources. You have now reached a midway point of sorts in the WIP project. Congrats! Your next assignment is an opportunity for you to meet
with other students who are covering the same country and same issue for a Socratic Seminar in order to gain a deeper understanding of your issue and its relevance to your assigned country.
What is a Socratic Seminar? Named for the hemlock-swilling Greek philosopher Socrates, a Socratic Seminar is a scholarly discussion of an essential question or questions in which student opinions are shared, proven, refuted, and refined through dialogue with other students. How does it work? On February 3rd, students will be breaking off into sub-groups based on their assigned country and their assigned issues. Issues will be grouped, meaning that each small group will include members representing three different issues. For example, one sub-group will be all students assigned Venezuela and the issues of Terrorism, Nuclear Non-Proliferation, and Infectious Disease. Once in their Socratic Seminar groups, students will be further divided by the instructor into two circles: an inner and an outer. The inner circle will be asked a prompting question by the instructor. The students of the inner circle will then discuss the prompt amongst themselves, while students from the outer circle and listen and take notes on what is said. After a set period of time, the inner and outer circles will switch positions. The new inner circle will then respond to the dialogue of the first group, as well as add their own additional information. The session will end with students taking time to write down what they have learned during the course of the Socratic Seminar. Students whose group is not currently part of the Socratic Seminar are expected to listen quietly and take notes on what they hear. The step-by-step process of the seminar can be summarized concisely as follows:
1. Students are assigned to either the inner or outer circle 2. Teacher distributes participation tickets (3 per student) 3. Teacher reads prompt question to students, opens floor for discussion amongst the inner circle 4. Inner circle discusses prompt, presenting their participation tickets to the instructor as they go;
the outer circle takes notes on what is said by the inner circle 5. Teacher calls time for first discussion; inner circle switches places with outer circle 6. The new inner circle restarts discussion by responding to first group’s discussion and adding their
own perspective, presenting participation tickets as they go; outer circle takes notes 7. Teacher calls time; students record what they have learned about their assigned county and issue
from the discussion Issue Sub-Groups Group 1: Child Labor, International Trade, Global Warming Group 2: Terrorism, Nuclear Non-Proliferation, Infectious Disease Group 3: Gender Rights, Minority Rights, Information Privacy and Exchange
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Rules and Roles for Socratic Seminars
The Participants:
Must support their opinions with specific evidence from their sources
Must know the names of their sources, and why their sources are trustworthy
May speak at any time during the seminar with respect for the other participants
May write notes to themselves during the discussion
May ask relevant questions of other participants
Should allow everyone a chance to speak; do not monopolize discussion The Teacher/Leader:
Must provide adequate “think time” for students to respond appropriately
Can only ask questions; cannot state his or her opinions or interpretations
Must require participants to support their opinions with evidence from research
Must encourage participants to agree and disagree for substantial reasons
May record the number and quality of participant responses
Must make it clear how much time has elapsed Required Materials:
Students must bring a placard that clearly displays the student’s name and assigned issue. There is no set size, but points will be docked if the instructor cannot read the placard from any point of the discussion circle
Students must come in professional attire. Speak with your instructor about what the requirements for professional attire are
Students are required to complete a provided note-sheet during the seminar, and therefore need to come prepared with writing implements
Notecards are not required, but are allowed
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Issue Socratic Rubric
A B C I NC
Preparedness Student has arrived to Socratic in formal attire and has placard +10pts
Student is dressed inappropriately or is missing placard +5pts
Dressed inappropriately and missing placard +0pts
Participation Student actively participates in discussion beyond the required 3 times +15pts
Student participates in discussion the required number of times +12pts
Student participates only twice in discussion +9pts
Student participates only once in discussion +6pts
Student does not participate +0pts
Quality of Discussion
Student makes clear and specific reference to their sources, and gives relevant and respectful responses to others’ comments +15pts
Student has good input, but might be lacking evidence for their assertions or their comments lack relevancy to the topic +12pts
Student is inconsistent in their participation; several missing sources, irrelevant comments, or a lack of consideration for others +9pts
Student’s discussion is almost completely lacking in substance, with only a few brief moments of appropriate contribution +6pts
Student fails to participate in any meaningful way, or is actively disruptive of the discussion +0pts
Respect While Waiting
Student is quiet and takes notes while other groups are conducting their seminar +10pts
Student is not quiet or fails to take notes during other groups’ seminars +0pts
Total Points Possible: 50 Due Date: February 3rd
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Letter to an Expert
Overview: Now that you have heard from others who are researching the same issue as you and
benefited from their ideas and perspectives, you will be synthesizing all of this information in order to
write a professional letter to an expert on your assigned country regarding your assigned issue.
This assignment has two goals: the first is to practice writing a professional letter to someone who is a
respected authority on a globally important topic. This requires a level of respect and competence to be
present in your writing. The second goal is to hopefully receive a response from your expert that helps
you better understand your issue and what is being done to address it.
Examples of experts that you might chose to write include employees of embassies, consulates,
scholars, and non-profit organizations.
Requirements of the Letter
Your letter must briefly explain the World Issues Project to the expert and your topic regarding your
nation, and request information from the expert about a specific aspect of your topic. A paper copy of
your letter must be turned in to your World History teacher for verification BEFORE the letter is sent to
the expert.
Themes to consider when creating your question:
- What information have you been looking for in your research, but have been unable to find?
- What is the most up-to-date development in a particular aspect of your issue?
- How has your expert been personally involved in working to resolve the issue?
Formatting of the Letter
- Time New Roman, 12-pt font
- Double spaced
- Address of the school and the address of the recipient in the heading
- Proper opener and closer (with signature)
- Professional tone
- 1 page
Some resources to help find an expert:
*List of embassies TO the United States (as well as links to their homepage) http://www.state.gov/s/cpr/rls/dpl/32122.htm
*List of embassies OF the United States http://www.usembassy.gov/ (click on your region) *Non-profit organizations: United Nations [http://www.un.org] Amnesty International [http://www.amnesty.org]
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Letter to An Expert Rubric
A B C I NC
Letter Format All required aspects of the format are present +8pts
Some minor errors to the required format are present +6pts
Failure to follow the required format +0pts
Relevancy of Question
Question posed to expert demonstrates student’s deep knowledge of the topic and is thought-provoking, specific in its inquiry, and relevant +20pts
Question posed to expert demonstrates student’s knowledge of the topic and inquires about specific and relevant information +17pts
Student’s question is vague or lacks proof that the student has informed themselves on the topic, but is relevant to their issue +14pts
Student’s question is obvious or simple, and could be easily answered without consulting the expert +12pts
Student makes no attempt to frame a relevant question to their expert and wastes their expert’s time +0pts
Tone and Professionalism
Student’s letter is respectful and carefully written, and incorporates specialized language appropriate to their specific issue and their expert’s position +10pts
Student’s letter is respectful and carefully written +8pts
Student’s letter does not communicate special respect for the expert or their work, and/or includes minor grammatical errors +7pts
Student’s letter includes numerous grammatical errors and/or an inappropriate tone +6pts
Student did not bother to write a letter +0pts
Total Points Possible: 28 Due Date: February 17th
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Policy Paper
Goal: Students will evaluate different ways the international community can solve their world issue.
Students will write a persuasive essay advocating for the best policy based on their research.
Essay Content:
A. Significance & Harms: Why is this topic a problem that needs international attention?
B. Inherency: What is currently preventing this problem from being solved?
C. Plan: What steps need to be taken to solve the problem?
Who will be responsible for implementing the plan?
How will your plan be funded?
How will your plan be enforced?
D. Solvency: How do you know your plan will solve the problem? Why is your plan superior to other plans?
E. Advantages: What positive effects will come out of implementing your plan?
Essay’s must:
A. Be between 3-5 pages in length. B. Be written in MLA format C. Use at least 4 research sources. These may be taken from your annotated bibliography
and/or other WIP assignments. D. Have claims that are research based. E. Have attributed sources that indicate the author’s credibility. F. Be written from the perspective of your assigned country.
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Policy Paper Rubric
A B C I NC
Spelling and Grammar
No more than 1 typo and 2 total spelling /
grammar errors +15 points
No more than 3 typos and 4
total spelling / grammar errors
+14-13 pts
No more than 4 typos and 8
total spelling / grammar errors
+12-11 pts
No more than 5 typos and 10
total spelling / grammar errors
+10-9 pts
Spelling and grammar
mistakes make understanding
difficult. +8-0pts
Reasoning and Content
Student makes an exceptionally well
reasoned argument with a thoughtful
and detailed plan to solve the world
issue. The essay is written and
researched from the perspective of the assigned country.
+50-45 pts
Student makes and well reasoned
argument with a thoughtful and detailed plan to solve
the world issue. The essay is written and researched
from the perspective of the assigned
country.
+44-40 pts
Student makes and well reasoned
argument with a thoughtful and detailed plan to solve
the world issue. The essay is not
written from the perspective of the assigned
country.
+39-35 pts
Student makes an argument,
but the argument is not well researched or lacks detail.
+ 34-30 pts
Student does not make an argument or
lacks evidence. + 29-0 pts
Format
Paper consists of an introduction which is a map of the essay, a minimum of 3 body
paragraphs, a conclusion, and is in
MLA format. +5pts
1 error in format +4
2 errors in format +3.5 pts
3 errors in format +3 pts
More than three errors in format. +2.5-0
pts
Works Cited 4 sources are used and cited correctly
+20-18pts
Four sources are used with
no more than 2 formatting
errors. +17-16 pts
Three sources are used or
sources have many errors in format. +15-14
pts
Fewer than three sources
used Many errors in format.
+13-12 pts
No sources, or all sources are
cited incorrectly. +11-
0 pts
Parenthetical Citations
All ideas, paraphrases and quotes are cited
correctly and referenced in the Works Cited page.
+10 pts
2 errors +8 pts
3 errors +7 pts
4 errors +6pts
More than four errors
+5-0 pts
Total Points Possible: 100 Due Date: April 21
st
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WIP Presentation: Policy Debate
Policy Propositions:
Students will propose and advocate for a change in policy that takes steps to solve the international
issue they researched. This speech must not exceed 3 minutes.
Speeches should contain the following elements (based on your policy paper).
A. Significance & Harms: Why is this topic a problem that needs international attention?
B. Inherency: What is currently preventing this problem from being solved?
C. Plan: What steps need to be taken to solve the problem? a. Who will be responsible for implementing the plan? b. How will your plan be funded? c. How will your plan be enforced?
D. Solvency: How do you know your plan will solve the problem? Why is your plan superior to other plans?
E. Advantages: What positive effects will come out of implementing your plan?
Students should consider counter arguments to their plan and be prepared to refute them.
Discussion:
A. Students MUST speak from the perspective of their assigned country and avoid inserting their personal opinions.
B. The Presiding Officer (PO) will call the meeting to order and manage the flow of discussion. C. When prompted, students who wish to present their change in policy will stand and wait to be
recognized. D. Once a policy has been presented. The floor will be open for discussion. Students who wish to
ask a question or make a comment will stand and wait to be recognized. E. Students who wish to amend the policy must submit their amendment in writing to the PO who
will determine that it is on topic and submit the amendment to the group for discussion.
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Voting:
A. Voting will commence when debate has been exhausted (no one wishes to speak) or when the chamber votes 51% to end debate.
B. Policies will be considered adopted with a vote of 51% of the students in the room C. In the event of a tie, the PO will serve as tie breaker. D. Students who have policies adopted will receive 5% extra credit on their presentation score.
Grading: Each student will be graded holistically on the following criteria.
A B C I NC
Student participates in the discussion from the perspective of their assigned country, bases their comments on academic research, adds new and innovative ideas to the discussion, asks questions that add to the discussion, and directly responds to the comments and questions made by previous speakers.
Student participates in the discussion from the perspective of their assigned country, bases their comments on academic research, adds new and innovative ideas to the discussion, and asks questions that add to the discussion.
Student participates in the discussion from the perspective of their assigned country, bases their comments on academic research, and adds new and innovative ideas to the discussion
Student
participates in the
discussion from
the perspective of
their assigned
country.
Student does not participate in the discussion or is not addressing the issue from the perspective of their assigned country.
