Grade 12 World Issues Independent Study Unit



Mr. Gregor’s World Issues 120 Essay/Seminar Final Assignment

Value: 35% of Your Final Grade (Replaces Test/Quiz & Final on Course Outline) – Essay is worth 20% and Seminar is worth 15%.

Please Note:

Most of the topics listed here are quite broad in scope and you will have to narrow your focus for your essay. From this list of broad topics, you will need to consider a more specific world issue of concern that would be a sub-topic worthy of closer examination for the intent and purpose of your Independent Study Unit (ISU). You are not limited to the topics below, they are just to give you an idea of possible topics, but for any topic not on this list, you must get approval from me before proceeding.

For Example:

Broad Topic: Child Soldiers

Sub-Topic: The Impact of Tamil Tiger Child Soldiers on Sri Lanka’s Future

Thesis: The reality of some children being forced to become child soldiers in Sri Lanka has had a negative impact on the potential future adult population of Sri Lankan society in terms of life expectancy, literacy rate and substance abuse, which will in turn erode a cultural minority striving for recognition of a unique cultural status and independence.

Broad Topics:

Women’s rights and the Taliban in Afghanistan

Impacts of China’s Industrial Revolution

Impacts of Poverty in Africa Nations

Sweatshops / Child Labour

Canadian Military in Iraq/Syria

Cost of Hurricane Katrina

Child Soldiers (Various Countries)

Greenpeace – Effective or Radical?

Value of Women: Honour Killings/Child Brides, etc.

Iran Nuclear Program – Is it a Threat?

Israel-Palestine Relations

Impacts of Galapagos Islands Tourism

Organ Harvesting (Various Countries)

Controversies of Stem Cell Research

Pharmaceutical Dominance and the Third World

Impacts of Censorship in Communist Countries

Rising Oil Prices; Who Sets the Price?

Obesity in Developed & Developing Nations

Population Explosion and Resource Demand

Food Supply and Accessibility

Role of the United Nations: Diminishing or Vital?

Causes of Species Extinction & its Impacts

Nuclear Disarmament

Effects/Impacts of Globalization

AIDS and Africa

Impacts of Environmental Crisis in Rich vs Poor Nations

Climate Change and Spread of Disease

Impacts of Urban Sprawl in Developing Cities

Causes of Childhood Obesity, Impacts on Life Expectancy

Impacts of Consumption in

Bio-Fuels – Good or Bad?

Human Trafficking

ISIS – The Rise of Evil

Grade 12 World Issues Essay/Seminar Final Assignment

Researching and Addressing a World Issue

Please Note: this assignment is worth 35% of your final mark for this course (this replaces the Quiz/Test & Final mark on the Course Outline as we did not have enough books). Failure to complete the work for this summative assessment will result in a loss of the matching weight as a percentage of your final summative mark. There will be occasional class time to work on this when the lab is available, other than that, it is on your own time. Research paper is worth 20% and the presentation is worth 15%.

Focus of Research Paper

You will write a research paper that discusses the various perspectives of a world issue that currently concerns Canadians and others around the world.

Research paper must include: (Minimum 2500 word – use page structure as a reference to help guide you)

a) An introduction or background information on the world issue topic with a thesis stating the specific costs to society or the Earth if this issue is not addressed (1-2 pages);

b) A main body that reveals the various viewpoints, key players and data/evidence that supports the various viewpoints on the topic with arguments for why the issue needs to be discussed (4-5 pages);

c) A proposed solution or series of “next steps” with rationale for why they are appropriate and needed with supporting evidence of why/how it can work (2-3 pages);

d) A conclusion that reflects why this topic is relevant to us as both global and Canadian citizens, re-visit of strongest points and how they support the need for your proposed solution, why your proposed solution is necessary and why it can work, final “food for thought” for the reader of what the consequences might be if this issue is not addressed. (1-2 pages)

Make sure your paper also has:

i) at least two maps that reveal geopolitical aspects of issue

ii) at least two graphs, charts, etc. that display data/evidence used to support findings or perspectives

iii) at least two images that reflect/represent the socio-political/economic/environmental/resource

scope of your issue that makes it a concern or controversial topic worthy of discussion and debate

* All visuals must have a referenced source below where it is used and be included in the reference list. The images can be incorporated into the body of the essay where they must be labeled and clearly referred to or included in a labeled appendix with reference in essay to the appendix found after last page of essay but before works cited list.

iv) Paper must use APA or MLA guideline for referencing (MLA is generally used for Humanities Courses).

v) With the exception of the proposal (part c from above), all written work for this Essay is to be in a formal, professional ‘voice’. No use of personal pronouns please (I, me, my, we, etc.).

Seminar:

You will also provide a 20 minute seminar to the class. You will not have more than 25 minutes, including set-up of technology, so practice in advance and be prepared! A signal will be provided for you when you have 5 minutes left (15 minute mark), and you will be cut-off at the 25 minute mark (Minimum 15 – Maximum 25).

- must be oral and visual in nature (3 Panel Board Display, Slide Show, Pamphlet, Model, etc.)

- needs to include an interactive aspect/component with rest of class

On various dates (see timeline below), students will be expected to present their world issue topic to the class. The seminar is not to be a re-reading of the research paper, but is to include:

□ class set of a one page handout of the essential info on your topic to distribute to classmates

□ an overview of the issue from the various perspectives and why it is controversial or worthy of discussion

□ the informed opinion you have come to based on your research findings (i.e. what is your perspective on this topic?)

□ a summary of your proposed solution to the issue or “next-steps” in taking action towards a possible solution

□ a visual representation of some aspect of your world issue (poster, poster board, video clip (no more than 3 minutes), slide show (not just a power point of notes), other – please consult with me in advance. The purpose of your visual is to be informative, reflective and persuasive in nature (why your proposed action steps are so necessary).

□Some aspect of your seminar must be interactive with the rest of the class (Brief Discussion Question, Quiz, Role Play)

Timeline of the Essay/Seminar

Date Issued: Thursday, November 19th, 2015. We will begin planning on Friday in-class.

Rough Draft Due (Essay Only): Friday, December 4th, 2015 (submitted to Student Share Dropbox titled “Essay Rough Draft”, due at the end of class. I want to print them all off, pair you up on Monday to review before I look at them). We will be going through them Monday and Tuesday (7th and 8th of December) (Penalty = 2% deduction off of 20%).

Final Draft Due: Friday, December 18th, 2015 – essay submitted in the Dropbox under “Final Essay”. Please put your first name along with your topic, example JeffISISRiseofEvil when saving it. (Penalty = 5% deduction off of 20 %).

Seminars will begin: During Review Week (week prior to exams). We will create a “seminar schedule in the coming weeks”.

Name: ___________________________________ Rubric: Assessment & Evaluation (Essay) Date: _____________

|Criteria |1 |2 |3 |4 |5 |

|Knowledge & Understanding |Student does not meet even |Student demonstrates a |Student demonstrates some |Student demonstrates a |Student has demonstrated |

|- Final research paper demonstrates quality of knowledge and |the basic level of |limited level of expectations|ability of working towards |good ability to meet the |the ability to effectively|

|understanding of background information and other major elements of |expectations for criteria |for criteria identified. |the expectations for criteria|expectations for criteria |surpass the expectations |

|the selected world issue. Clear understanding of major key players, |identified. | |identified. |identified. |for criteria identified. |

|events and Canadian relevance with regard to topic is demonstrated. | | | | | |

|Conclusions drawn reveal a good understanding of topic and why it is a| | | | | |

|world issue. | | | | | |

|Thinking & Inquiry |Student does not meet even |Student demonstrates a |Student demonstrates some |Student demonstrates a |Student has demonstrated |

|- Final research paper reflects clear and well constructed thesis, |the basic level of |limited level of expectations|ability of working towards |good ability to meet the |the ability to effectively|

|sufficiently documented arguments and demonstrates a valid and logical|expectations for criteria |for criteria identified. |the expectations for criteria|expectations for criteria |surpass the expectations |

|analysis of research |identified. | |identified. |identified. |for criteria identified. |

|- Images, graphs, maps, photos, charts, etc. (two of each) are | | | | | |

|relevant and explained and referenced in the appropriate location (in | | | | | |

|body of essay or appendix) | | | | | |

|- Student effectively argues relevance of topic for Canadians and | | | | | |

|other global citizens | | | | | |

|- “Next Steps or Solutions” are plausible, reasonable and demonstrate | | | | | |

|effectiveness | | | | | |

|- Conclusion is strong and reveals valid and thought provoking “food | | | | | |

|for thought” for the reader | | | | | |

|Communication |Student does not meet even |Student demonstrates a |Student demonstrates some |Student demonstrates a |Student has demonstrated |

|- Use of research paper structure is effective, logical, and |the basic level of |limited level of expectations|ability of working towards |good ability to meet the |the ability to effectively|

|persuasive |expectations for criteria |for criteria identified. |the expectations for criteria|expectations for criteria |surpass the expectations |

|- Communication of language skills re: spelling, sentence structure, |identified. | |identified. |identified. |for criteria identified. |

|grammar and other mechanics are effective throughout | | | | | |

|- Appropriate use of sources for images within body of paper or | | | | | |

|appendix | | | | | |

|- In-text citations are used effectively and are in appropriate APA or| | | | | |

|MLA format | | | | | |

|- Reference list is extensive (10 plus varied sources, not heavily | | | | | |

|reliant on general websites) and is in appropriate APA or MLA format | | | | | |

|Application |Student does not meet even |Student demonstrates a |Student demonstrates some |Student demonstrates a |Student has demonstrated |

|- Arguments are well supported by evidence and examples |the basic level of |limited level of expectations|ability of working towards |good ability to meet the |the ability to effectively|

|- Next steps or “solutions” are reasonable |expectations for criteria |for criteria identified. |the expectations for criteria|expectations for criteria |surpass the expectations |

|- Visuals are effective and dynamic |identified. | |identified. |identified. |for criteria identified. |

|- presentation includes a dynamic and effective interactive component | | | | | |

|for the rest of the class. | | | | | |

Comments: _______/20 = _____ x 20% = ______ (Total Percentage For Your Final Grade)

Name: ___________________________________ Date: ______________________

World Issue Topic: _________________________________________________________________

Rubric: Assessment & Evaluation: Seminar

|Criteria |1 |2 |3 |4 |5 |

|Knowledge and Understanding |Student does not meet even |Student demonstrates a limited |Student demonstrates some |Student demonstrates a good |Student has demonstrated the |

|- Includes all major components of research paper format|the basic level of |level of expectations for |ability of working towards the |ability to meet the |ability to effectively surpass |

|(clear intro with thesis statement, main body with |expectations for criteria |criteria identified. |expectations for criteria |expectations for criteria |the expectations for criteria |

|supporting evidence, solutions or next steps, |identified. | |identified. |identified. |identified. |

|conclusion) without reading essay word for word | | | | | |

|Communication |Student does not meet even |Student demonstrates a limited |Student demonstrates some |Student demonstrates a good |Student has demonstrated the |

|- Oral Language skills are effective re: |the basic level of |level of expectations for |ability of working towards the |ability to meet the |ability to effectively surpass |

|Tone of voice, pacing, enthusiasm, etc. |expectations for criteria |criteria identified. |expectations for criteria |expectations for criteria |the expectations for criteria |

|- Written communication skills when included are |identified. | |identified. |identified. |identified. |

|effective re: | | | | | |

|spelling, sentence structure, grammar | | | | | |

|- Presentation encourages student attention and | | | | | |

|participation | | | | | |

|Application |Student does not meet even |Student demonstrates a limited |Student demonstrates some |Student demonstrates a good |Student has demonstrated the |

|- Specific World Issue is easily identifiable, as are |the basic level of |level of expectations for |ability of working towards the |ability to meet the |ability to effectively surpass |

|key players, influences, location, etc. |expectations for criteria |criteria identified. |expectations for criteria |expectations for criteria |the expectations for criteria |

|- Next steps or “solutions” are reasonable |identified. | |identified. |identified. |identified. |

|- Visuals are effective and dynamic | | | | | |

|- Student handout is effective, 1 page only, provides | | | | | |

|essential info | | | | | |

|- Student’s own creativity is clearly evident | | | | | |

Comments Total =_________/15 = __________ x 15% = ____________ (Total Percentage For Your Final Grade)

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