West Virginia Department of Education



Project Title: To Recognize or Not to Recognize, That Is the Question

Project Idea: A recent network television remake of a decades-old science fiction series called “V” brings up relevant questions for today.  What countries do we, the United States, have diplomatic relations with?  Why don’t we officially recognize other countries?  Should we recognize them?  What is the process for deciding what countries we recognize?  In this ever-increasing interdependent and global world, students should understand the complicated nature of foreign policy and foreign policy decisions.

Entry Event: Show clips from the first two episodes of the new television show, “V” (or the older version from the 1980’s).  The clips show the United States government trying to decide if we should welcome the “Visitors” and give them diplomatic recognition and immunity.  (Clips from the 1960’s series, “Star Trek”, showing similar scenarios, could be used here as well.) 

GRASP: 

Then present this scenario:  When the United States was formed; President Washington’s first cabinet position in 1789 was the Department of State.  When Minister John Quincy Adams went on a tour of Europe, he had to wait outside Berlin’s gates while a guard checked to see if a country called the “United States” really existed.  Did countries readily recognize the newly formed country called the United States?  The same question remains today for many new and old, countries.  Are they formally “recognized” as legitimate countries? 

“Your team has been asked by the President of the United States to evaluate the request from a certain country for formal diplomatic recognition.  Your team must decide if the US should grant them recognition.  You will have seven minutes to present your findings to the President and the Secretary of State using a technology format of your choice.  Your presentation must include a rationale for your reasoning and you must be prepared to answer questions from the President and the Secretary of State.”

Content Standards:

|Standards Directly Taught or Learned |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |

|Through Discovery | | |

|SS.CS.22 |Students will define:  WWII, foreign policy. |Students will use the Frayer Model to show evidence of learning.  |

|Demonstrate an understanding of the | | |

|competing ideologies of communism and| | |

|democracy and the conflict between | | |

|the United States and Soviet Union | | |

|superpowers from the post WWII era | | |

|through the early 1990s. | | |

|SS.CS.25 |Students will define: foreign policy issues, |Students will use the Frayer Model to show evidence of learning. |

|Demonstrate an understanding of |national interests, values, principles. |Frayer Model Example. |

|United States foreign policy and | | |

|global economic issues since 1990. |Students will develop a position on a foreign |Students will investigate a specific country and determine if |

| |policy issue. |the United States should extend diplomatic recognition. |

|TCS.MW.13 |The teacher will provide direct instruction to |Students will research information, create a graphic organizer (Concept|

|Use collaborative tools to |students in using the internet to locate the best |Map Grading Rubric), and present accurate information. |

|communicate with project team |websites and evaluate and validate information and |  |

|members. (discussion threads, wikis, |data relevant to objectives. |  |

|blogs, version control) |  |Students will develop a wiki as a way of staying in contact, posting |

| |The teacher will think aloud and discuss creating a|and organizing information for the duration of the project. |

| |wiki. |  |

| | |-Students will create a final product using technology and present the |

| |The teacher will model the use of the internet to |product.  |

| |research information on foreign policy. |Oral Presentation Rubric |

| | | |

| | |Students will collaborate to develop a foreign policy position. |

| | |Collaboration Rubric |

|DSS.9-12.1 |The teacher will model and direct teaching of |Students apply their strategies and meet their goals as evidenced in |

|Understand Yourself and Others: |coping strategies and conflict resolution. |their final presentation. |

|Analyze how thoughts, feelings, | |Given a twist within their performance scenario utilizing appropriate |

|attitudes, values, and beliefs affect|The teacher will model development of personal |coping strategies to remain composed and focused and meet their |

|decision making and behavior. |goals for appropriate conflict resolution. |personal goals using a self evaluation form (Self–Evaluation Rubric) |

| | |and a peer evaluation form (Peer Evaluation Rubric). |

Performance Objectives:

Know

Technical literacy: use of the internet, word processing, how to convert information from one format to another, create a wiki

How to listen

Time management skills 

Do

Evaluate the impact of foreign policy on the US and the world

Determine what is categorized as foreign policy and diplomacy

Develop positions on diplomacy and diplomatic recognition

Develop actions to deal with foreign policy

Predict challenges related to foreign policy and extending diplomatic recognition to certain countries and understand and predict the challenges for the future

Plan and make oral presentations

Set goals

Work collaboratively - delegate and assign roles

Develop interview questions and develop interviewing techniques

Analyze data

Define and describe problems

Research and inquire

Draw warranted conclusions

Submit work in a timely fashion

Organize, synthesize and classify information 

Driving Question:

Should the United States extend diplomatic recognition to all countries such as Cuba, Bhutan, North Korea, and Iran or are there countries the United States should not associate with?

Assessment Plan:

| |Group discussion, graphic organizers, wiki, group presentation, final product, Frayer Model |

|Major Group Products |chart, timeline |

| |Reflection paper, Frayer vocabulary quiz, essay |

|Major Individual Products | |

Assessment and Reflection:

|Rubric(s) I will use: (Check all that apply.) |Collaboration Rubric |X |Written Communication |X |

| | | |Essay Writing Rubric | |

| |Critical Thinking & Problem Solving | |Content Knowledge | |

| |Oral Communication Oral Presentation Rubric |X |Other | |

|Other classroom assessments for learning: (Check all |Quizzes/ tests |X |Practice presentations | |

|that apply) |Frayer Vocabulary | | | |

| |Self-evaluation |X |Notes | |

| |Peer evaluation | |Checklists/observations |X |

| | | |Teacher Group Evaluation | |

| |Online tests and exams | |Concept maps | |

|Reflections: |Survey | |Focus Group | |

| |Discussion |X |Task Management Chart |X |

| |Group Discussion | | | |

| |Journal Writing/ Learning Log |X |Other |X |

| | | |Timelines | |

Map the Product:

Terminology/Mechanics

Objective:   Students will familiarize themselves with terminology needed for the unit. 

            Students will use the internet to define terms and give examples of how they are applied using the Frayer model.  The Frayer Model is an adaptation of the concept map.  The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word.  It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not.  First, the teacher will assign the concept word being studied, and then talk about the steps involved in completing the chart.  Students should use the internet to look up the terminology and/or bring in resources, such as a military official or government official who can explain the terms. 

            Terms include, but are not limited to: foreign relations/policy, alliances, negotiation, imperialism, diplomacy, diplomatic recognition, country, state, nation, President, Department of State, Secretary of State, ideology, ping-pong diplomacy, shuttle diplomacy, foreign policy issues, national interests, values, principles.  (Vocabulary Quiz with Answers).

Product:

|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |

|1. Technical literacy |X |X |X |

|2. Terminology | | |X |

|3. Research skills |X | |X |

|4. Time management and organization |X | |X |

|5. Listening skills |X |X |X |

|6. Critical thinking | |X |X |

Resources:

School-based Individuals:

TIS, LRC, JROTC leaders

Technology:

internet access, computers

Community:

military officials, government officials (FBI, CIA)

Materials:

graphic organizer (Frayer Model)

Manage the Process:

Differentiated Instruction:  Based on students IEP, differentiated instruction could consist of more time, teacher assistance, peer help, reading assistance, breaking down tasks into smaller components.  This unit will include individual work and group work; library and internet work; presentations and projects, if teacher requires which can be differentiated based on the students’ abilities.

 

Step 1 - Launch the project

 

1.  Students will watch the clips from the television series “V” (or Star Trek) which can be found on You Tube () and other places on the internet.

Introduce the driving question… Should the United States extend diplomatic recognition to all countries such as Cuba, Bhutan, North Korea, and Iran or are there countries the United States should not associate with?

 2.  Introduce the entry scenario:  When the United States was formed; President Washington’s first cabinet position in 1789 was the Department of State.  When Minister John Quincy Adams went on a tour of Europe, he had to wait outside Berlin’s gates while a guard checked to see if a country called the “United States” really existed.  Did countries readily recognize the newly formed country called the United States?  The same question remains today for many new and old, countries.  Are they formally “recognized” as legitimate countries? 

3.  PBL PROJECT – “Your team has been asked by the President of the United States to evaluate the request from a certain country for formal diplomatic recognition.  Your team must decide if the US should grant them recognition.  You will have seven minutes to present your findings to the President and the Secretary of State using a technology format of your choice.  Your presentation must include a rationale for your reasoning and you must be prepared to answer questions from the President and the Secretary of State.”  (The President and Secretary of State could be “played” by the principal, other teachers, members of the community, local or state politicians, etc.)

4. Develop groups, write contract (Group Contract). Discuss time management chart (Task Management Chart).  Students will attach this chart to his or her folder of work and for every step, fill out the chart. Students will create a student-generated wiki as a way of staying in contact and posting and organizing information. 

            5.  Instruct students that they are to keep a running log in a notebook throughout the project of news stories that relate to important foreign policy news and stories about his or her assigned country.  This data should be used when students provide a rationale for their final decision.      

 

 

Step 2 - Terminology/Mechanics

 

Objective:   Students will familiarize themselves with terminology and mechanics of foreign policy needed for the unit.

 

            1.  Terminology/Mechanics - This step should be done with the entire class as a whole.  Students will use the internet to define terms and give examples of how they are applied using the Frayer model (Frayer Model Example).  The Frayer Model is an adaptation of the concept map.  The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word.  It is important to include both examples and non examples, so students are able to identify what the concept word is and what the concept word is not.  First, the teacher will assign the concept word being studied, and then talk about the steps involved in completing the chart.  Students should use the internet to look up the terminology and/or bring in resources, such as a military official or government official who can explain the terms. 

            Terms include, but are not limited to: foreign relations/foreign policy, alliances, negotiation, diplomacy, diplomatic recognition, country, state, nation, President, Department of State, Secretary of State, ideology, ping-pong diplomacy, shuttle diplomacy, issues, values, principles, foreign policy issues, national interests (Vocabulary Quiz). 

            Another option, depending on the time the teacher wants to commit to the project, could

 be to have the students draw posters relating to each term instead of using the Frayer model.

2.   Students should also become aware of the way foreign policy is carried out by the US government and who is responsible for setting and implementing foreign policy.   Students must be aware of the Constitutional elements of foreign policy.

Students will read the constitution and research what it says about foreign policy and which branch or branches, of government are responsible for carrying out our foreign policy.  Students will fill out a concept map (Concept Map Grading Rubric) on the duties and responsibilities of foreign policy in the United States government.  The students can use the internet and analyze the websites as it pertains to this assignment.  This should be done as a group project so that the students can collaborate and help each other analyze the Constitution.  The teacher could assess this assignment by using either the collaboration rubric (Collaboration Rubric) or the group discussion rubric (Group Discussion Rubric).  Some of the following websites might be used:

1) Military powers of the President: 

2) The Secretary of State: 

3) Department of State: 

4) National Security Council: 

5)  Department of Defense: 

6) Joint Chiefs of Staff: 

7) United States Information Agency : 

8) Arms Control and Disarmament Agency: 

9) Agency for International Development: 

10) North Atlantic Treaty Organization (NATO): 

11) Marshall Plan

12) Peace Corps:

13) United Nations: 

14) General Assembly: 

15) Security Council: 

16) International Court of Justice: 

17) Economic And Social Council: 

18) Trusteeship Council: 

19) Secretariat: 

20) Secretary General: 

21) UNICEF: 

22) World Health Organization: 

23) Food and Agriculture Organization: 

24) UNESCO: 

25) The World Bank: 

Step 3 - History of Foreign Policy

Objective:   Students need to become aware of the historical aspects of foreign policy and will understand how the rest of the world reacted to various foreign policy decisions.

            1.   It is at this time the teacher should explore and discuss with the students Washington’s Farewell Address and his admonition to the country about “foreign entanglements.”  (Ultimately, this section of the lesson could be used at the end of the unit as a culminating project or essay…Was Washington’s admonition a good idea or not, were his wishes carried out or not, why or why not?  (Essay Writing Rubric)

2.   Students will create a time line of important national and foreign policy decisions and events.  The teacher should have the students’ review the timeline at the State Department site () and analyze those timelines and events. 

Each student or group could take one specific event and expand on it and analyze how the event related to other events of the same time period and how the rest of the world viewed this event or decision.  (For example, when the Monroe Doctrine was issued, what was the reaction of the rest of the world?  What was going on in the world?  What was going on politically, economically, culturally, socially in one country, region, or around the world?)   Students could use concept maps to compare and contrast (Concept Map).  For example, were England, Germany, and Japan all politically the same?  Were they experiencing economic problems?

The teacher could have the students do timelines on their own (or in groups).  If this is the choice, it is recommended the teacher divide the timelines into different time periods.  The students would research and analyze certain time periods instead of events; but answer the same questions…what was going on in the world?  What were some major foreign policy issues of that time period?  What was going on in specific countries during the time period?  What differences and similarities did countries have during this time period? What were the major foreign policy decisions in the time period?  How did countries react to our decisions?

Students could also work on different areas (economic, politics, freedoms and civil rights, etc.) for each of these time periods (and/or countries) and use concept maps to illustrate their findings.   The Teacher should determine time periods that are best for his or her instruction; but one example could be: 

 

Timeline 1, Beginning to 1812

Timeline 2, 1812 - 1865

Timeline 3, 1866 - 1918

Timeline 4, 1918 - 1945

Timeline 5, 1946 – 1991

Timeline 6, 1991 – 2001

Timeline 7, 2001- present

 

            The teacher should make sure the students are aware of the reaction of the country, countries, regions, and/or the world to specific foreign policies implemented by the United States.  The teacher could choose to pick a specific event, country, or time period, depending on the time the teacher wants to commit to the project.  The teacher could choose to just concentrate on the four countries that will be assigned in the next step. 

Following steps 2 and 3, students should have a basic idea of terminology, the mechanics of foreign policy, the history of major foreign policy events and decisions, and the reaction to these decisions. 

 

Step 4 - Who Are They?

 

Objective: Students will research and analyze various countries we do not officially recognize and evaluate whether the United States should extend diplomatic recognition to that country. 

 

1.     Divide students into four groups and assign each group one of the following countries - Cuba, Bhutan, North Korea, and Iran.

2.     Students will research the geography and boundaries of the assigned country detailing any major changes that have occurred in its history.

3.     Students will research the cultural and religious history of each country.  Students should use a concept map (Concept Map) to illustrate the groups’ findings.   

4.     Students will research the political institutions and forms of government of each country.  Students should specifically look for the changes in the country’s form of government over the duration of the country’s existence.  The teacher should assess this part of the assignment in some way since this segment will probably serve to be a major part of the decision to recognize or not recognize the country. Students should pay attention to how the citizens of that country have been treated and look at the countries history relating to civil rights and liberties. 

5.     Students should research the type of relationship the country has with other countries in its region, area, countries elsewhere and around the world, and countries that have similar forms of government.  Does the country belong to any alliances?  What has been the country’s history and relationship with the United States? 

TWIST – The teacher can throw in an unexpected twist.  The teacher can: A) tell the students that their particular country has had a coup d’etat and a new form of government has taken over…the teacher could pick a different form…make it more democratic or more tyrannical.  B) tell the students that their particular country has either gone to war, or been invaded, by another country.  Again, this twist may or may not be used, depending on the time commitment and what the teacher wants from the students, either a “what if” scenario or a reality-based decision on recognizing a country or not.   

6.     Students will research a country that the US does officially recognize and compare and contrast their assigned country with the recognized country.

7.     Students will develop theories and ideas as to why the US has yet to officially recognize these countries.  At this time, students should be able to address why we don’t recognize this country.  This data should be included in the final rationale for the group’s decision.   

8.     Students will develop a public policy statement as to whether or not, based on US interests, the US should recognize these countries; considering the social, political, and economic ramifications of official recognition and the benefits and concerns of both the US and those researched countries (Teacher Group Evaluation).

9.     Students will take the information and put it in the technological format of their choice for their final presentation.

Project Reflection and Evaluation:

Teachers have several options for evaluating this PBL:

STUDENTS:

            --Debriefing…students will evaluate the process by writing a reflection paper on their decision to recognize or not recognize the assigned country; OR, students could answer the question, “Was President Washington’s admonition a good idea or not?  Were his wishes carried out or not, why or why not?”  (Essay Writing Rubric); and/or,

            …students will have a group discussion (Group Discussion Rubric) on the strengths and weaknesses of the process; and/or,

…students will fill out a self-evaluation form (Self Evaluation Rubric)

 

TEACHERS:

            --teacher will evaluate group collaboration on the final product (Collaboration Rubric); and/or,

            --teacher will evaluate the final product (Oral Presentation Rubric); and/or

            --teacher can debrief the President of the United States and Secretary of States (the adults who are taking on these roles…could be the principal, other teachers, members of the community, community politicians, etc.)

Theresa McAbee

ATTACHMENT D - Collaboration rubric (As modified from: )

[pic]

Name __________________________________

| |Beginning |Developing |Accomplished |Exemplary |

| |1 |2 |3 |4 |

|Contribute | | | | |

|Research & Gather |Does not collect any |Collects very little |Collects some basic |Collects a great deal |

|Information |information that |information--some |information--most |of information--all |

| |relates to the topic. |relates to the topic. |relates to the topic. |relates to the topic. |

|Share Information |Does not relay any |Relays very little |Relays some basic |Relays a great deal of|

| |information to |information--some |information--most |information--all |

| |teammates. |relates to the topic. |relates to the topic. |relates to the topic. |

|Be Punctual |Does not hand in any |Hands in most |Hands in most |Hands in all |

| |assignments. |assignments late. |assignments on time. |assignments on time. |

|Take Responsibility | | | | |

|Fulfill Team Role's |Does not perform any |Performs very little |Performs nearly all |Performs all duties of|

|Duties |duties of assigned |duties. |duties. |assigned team role. |

| |team role. | | | |

|Participate in final |Does not speak during |Either gives too |Offers some |Offers a fair amount |

|presentation |the presentation |little information or |information--most is |of important |

| | |information which is |relevant. |information--all is |

| | |irrelevant to topic. | |relevant. |

|Share Equally |Always relies on |Rarely does the |Usually does the |Always does the |

| |others to do the work.|assigned work--often |assigned work--rarely |assigned work without |

| | |needs reminding. |needs reminding. |having to be reminded.|

|Value Others' Viewpoints| | | | |

|Listen to Other |Is always |Usually doing most of |Listens, but sometimes |Listens and speaks a |

|Teammates |talking--never allows |the talking--rarely |talks too much. |fair amount. |

| |anyone else to speak. |allows others to | | |

| | |speak. | | |

|Cooperate with Teammates|Usually argues with |Sometimes argues. |Rarely argues. |Never argues with |

| |teammates. | | |teammates. |

|Make Fair Decisions |Usually wants to have |Often sides with |Usually considers all |Always helps team to |

| |things their way. |friends instead of |views. |reach a fair decision.|

| | |considering all views.| | |

TOTAL SCORE __________________________

COMMENTS

Attachment B - Concept Maps rubric for Graphic Organizers – (As modified from: Inspiration Diagrams/Concept Maps,



|CATEGORY |3 |2 |1 |

|Arrangement of Concepts |Main concept easily identified; |Main concept easily identified; |Main concept not clearly |

| |sub concepts branch appropriately|most sub concepts branch from main|identified; sub concepts don’t |

| |from main idea |idea. |consistently branch from main |

| | | |idea. |

|Graphics |Graphics used appropriately; |Graphics used appropriately most |Graphics used inappropriately and|

| |greatly enhance the topic and aid|of the time; most graphics |excessively; graphics poorly |

| |in comprehension; are clear, |selected enhance the topic, are of|selected and don’t enhance the |

| |crisp and well situated on the |good quality, and are situated in |topic; some graphics are blurry |

| |page. |logical places on the page. |and ill-placed. |

|Content |Reflects essential information; |Reflects most of the essential |Contains extraneous information; |

| |is logically arranged; concepts |information; is generally |is not logically arranged; |

| |succinctly presented; no |logically arranged; concepts |contains numerous spelling and |

| |misspellings or grammatical |presented without too many excess |grammatical errors. |

| |errors |words; fewer than three | |

| | |misspellings or grammatical | |

| | |errors. | |

|Design |Clean design; high visual appeal;|Design is fairly clean, with a few|Cluttered design; low in visual |

| |four or fewer symbol shapes; fits|exceptions; diagram has visual |appeal; requires a lot of |

| |page without a lot of scrolling; |appeal; four or fewer symbol |scrolling to view entire diagram;|

| |color used effectively for |shapes; fits page well; uses color|choice of colors lacks visual |

| |emphasis. |effectively most of time. |appeal and impedes comprehension.|

TOTAL SCORE ____________________________________________

COMMENTS

Attachment I – Group Contract:

Group Contract

Team Members:

Name E-mail Phone Number Lunch Period Other

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Team Roles:

Role Student Initials

|Teacher Liaison: | | |

|interacts with the teacher on behalf of the team (coordinates with Team Marshall) | | |

|chairs team meetings | | |

|makes sure everyone has a turn sharing ideas (coordinates with People/Time Manager) | | |

|Team Secretary: | | |

|keeps tack of what needs to be done; keeps team on track | | |

|assigns tasks, if necessary (in conjunction with People/Time Manager) | | |

|uses pacing chart and/or calendar (coordinates with People/Time Manager) | | |

|makes sure all documentation is in order | | |

|completes meeting minutes | | |

|People/Time Manager: | | |

|makes sure everyone has a turn sharing ideas (coordinates with Teacher Liaison) | | |

|assigns tasks, if necessary (in conjunction with Team Secretary) | | |

|decides who will cover people who are absent | | |

|uses pacing chart and/or calendar (coordinates with Secretary) | | |

|Team Marshall: | | |

|enforces team rules using the contract | | |

|issues warnings (coordinates with teacher liaison) | | |

Team Goals:

Use this space to describe the team’s expected outcomes for this project. This should be updated regularly as project/product may shift and change during this process.

|Finish individual work on time as it affects the entire group. |

|Get the best marks possible. |

|Be organized and meet deadlines. |

|Work together as a team in an organized, effective fashion. |

|Respect each other. |

| |

| |

| |

| |

| |

Team Rules:

|Each team member must fulfill his or her individual duties. |

|Each team member must complete homework assignments as assigned by the due date given. |

|At least one member of the team should be present every day. |

|If a team member is to be absent, he or she must contact team Secretary before the beginning of class and make arrangements to |

|compensate for his or her absence. Absence does not eliminate the team member’s responsibilities. |

|Failing to follow any rule will result in the application of a consequence. |

|The group may decide, with teacher notification and assent, to dismiss a member of the team if that member is not doing his or her |

|tasks and has put the team’s work into jeopardy. |

|TYPE OTHER RULES THE TEAM HAS CREATED HERE: |

| |

| |

| |

Team Consequences:

Please type the consequence the group has decided to apply for rules violations (dependent on teacher approval).

|1st consequence – warning to the student |

|2nd consequence – |

|3rd consequence – |

|4th consequence – kicked out of group, responsibility for alternative project will be placed on the kicked out student |

Team Affirmation of Participation:

“I have read the contract and I agree to participate and abide by the contract.” Signed….

___________________________________________________________Date_______________________

___________________________________________________________Date_______________________

___________________________________________________________Date_______________________

___________________________________________________________Date_______________________

___________________________________________________________Date_______________________

“I have witnessed the students read, discuss, and sign the group contract.” Signed….

TEACHER: _________________________________________________Date_______________________

Attachment K - Essay Grading rubric (As modified from: )

ESSAY GRADING RUBRIC 

| |Conceptual |Thesis |Development and Support |Structuring |Language |

|10 - 9 |has cogent analysis, | |well-chosen examples; |appropriate, clear |uses sophisticated |

| |shows command of |essay controlled by |persuasive reasoning |and smooth |sentences effectively; |

| |interpretive and |clear, precise, |used to develop and |transitions; |usually chooses words |

| |conceptual tasks |well-defined thesis: |support thesis |arrangement of |aptly; observes |

| |required by assignment |is sophisticated in |consistently: uses |paragraphs seems |conventions of written |

| |and course materials: |both statement and |quotations and citations|particularly apt |English and manuscript |

| |ideas original, often |insight |effectively; causal | |format; makes few minor |

| |insightful, going | |connections between | |or technical errors |

| |beyond ideas discussed | |ideas are evident | | |

| |in lecture and class | | | | |

|8 - 7 |shows a good |clear, specific, |pursues thesis |distinct units of |some mechanical |

| |understanding of the |argumentative thesis |consistently: develops a|thought in paragraphs|difficulties or |

| |texts, ideas and |central to the essay;|main argument with clear|controlled by |stylistic problems; may |

| |methods of the |may have left minor |major points and |specific and detailed|make occasional |

| |assignment; goes beyond|terms undefined |appropriate textual |topic sentences; |problematic word choices|

| |the obvious; may have | |evidence and supporting |clear transitions |or awkward syntax |

| |one minor factual or | |detail; makes an effort |between developed, |errors; a few spelling |

| |conceptual | |to organize paragraphs |cohering, and |or punctuation errors or|

| |inconsistency | |topically |logically arranged |cliché; usually presents|

| | | | |paragraphs that are |quotations effectively |

| | | | |internally cohesive | |

| |shows an understanding |general thesis or |only partially develops |some awkward |more frequent wordiness;|

|6 - 5 |of the basic ideas and |controlling idea; may|the argument; shallow |transitions; some |several unclear or |

| |information involved in|not define several |analysis; some ideas and|brief, weakly unified|awkward sentences; |

| |the assignment; may |central terms |generalizations |or undeveloped |imprecise use of words |

| |have some factual, | |undeveloped or |paragraphs; |or over-reliance on |

| |interpretive, or | |unsupported; makes |arrangement may not |passive voice; one or |

| |conceptual errors | |limited use of textual |appear entirely |two major grammatical |

| | | |evidence; fails to |natural; contains |errors (subject-verb |

| | | |integrate quotations |extraneous |agreement, comma splice,|

| | | |appropriately |information |etc.); effort to present|

| | | | | |quotations accurately |

|4 - 3 |shows inadequate |thesis vague or not |frequently only |simplistic, tends to |some major grammatical |

| |command of course |central to argument; |narrates; digresses from|narrate or merely |or proofreading errors |

| |materials or has |central terms not |one topic to another |summarize; wanders |(subject-verb agreement;|

| |significant factual and|defined |without developing ideas|from one topic to |sentence fragments); |

| |conceptual errors; does| |or terms; makes |another; illogical |language marred by |

| |not respond directly to| |insufficient or awkward |arrangement of ideas |clichés, colloquialisms,|

| |the demands of the | |use of textual evidence | |repeated inexact word |

| |assignment; confuses | | | |choices; inappropriate |

| |some significant ideas | | | |quotations or citations |

| | | | | |format |

|2 - 1 |writer has not |no discernible thesis|little or no |no transitions; |numerous grammatical |

| |understood lectures, | |development; may list |incoherent |errors and stylistic |

| |readings, discussion, | |facts or misinformation;|paragraphs; suggests |problems seriously |

| |or assignment | |uses no quotations or |poor planning or no |distract from the |

| | | |fails to cite sources or|serious revision |argument |

| | | |plagiarizes | | |

|grade - | | | | | |

|category | | | | | |

|grade - | | | | | |

|essay | | | | | |

TOTAL SCORE _______________________________

COMMENTS

ATTACHMENT D - Collaboration rubric (As modified from: )

[pic]

Name __________________________________

| |Beginning |Developing |Accomplished |Exemplary |

| |1 |2 |3 |4 |

|Contribute | | | | |

|Research & Gather |Does not collect any |Collects very little |Collects some basic |Collects a great deal |

|Information |information that |information--some |information--most |of information--all |

| |relates to the topic. |relates to the topic. |relates to the topic. |relates to the topic. |

|Share Information |Does not relay any |Relays very little |Relays some basic |Relays a great deal of|

| |information to |information--some |information--most |information--all |

| |teammates. |relates to the topic. |relates to the topic. |relates to the topic. |

|Be Punctual |Does not hand in any |Hands in most |Hands in most |Hands in all |

| |assignments. |assignments late. |assignments on time. |assignments on time. |

|Take Responsibility | | | | |

|Fulfill Team Role's |Does not perform any |Performs very little |Performs nearly all |Performs all duties of|

|Duties |duties of assigned |duties. |duties. |assigned team role. |

| |team role. | | | |

|Participate in final |Does not speak during |Either gives too |Offers some |Offers a fair amount |

|presentation |the presentation |little information or |information--most is |of important |

| | |information which is |relevant. |information--all is |

| | |irrelevant to topic. | |relevant. |

|Share Equally |Always relies on |Rarely does the |Usually does the |Always does the |

| |others to do the work.|assigned work--often |assigned work--rarely |assigned work without |

| | |needs reminding. |needs reminding. |having to be reminded.|

|Value Others' Viewpoints| | | | |

|Listen to Other |Is always |Usually doing most of |Listens, but sometimes |Listens and speaks a |

|Teammates |talking--never allows |the talking--rarely |talks too much. |fair amount. |

| |anyone else to speak. |allows others to | | |

| | |speak. | | |

|Cooperate with Teammates|Usually argues with |Sometimes argues. |Rarely argues. |Never argues with |

| |teammates. | | |teammates. |

|Make Fair Decisions |Usually wants to have |Often sides with |Usually considers all |Always helps team to |

| |things their way. |friends instead of |views. |reach a fair decision.|

| | |considering all views.| | |

TOTAL SCORE __________________________

COMMENTS

Attachment H -  Group Discussion rubric (As modified from: )

|ATTRIBUTE |0 |1 |2 |

|LISTENING |Recognizes and responds to others |Uses and practices listening |Habitually uses listening processes. |

| |speaking. |processes regularly. | |

|CO-OPERATION |Sometimes shows ability to wait to|Usually shows ability to wait |Habitually shows ability to wait with |

| |give appropriate verbal / |to give appropriate verbal / |openness and awareness to give |

| |non-verbal responses. |non-verbal responses. |appropriate verbal / non-verbal |

| | | |responses. |

|PARTICIPATION |Rarely talks during the discussion|Shares freely and explains with|Talk inspires others. Supports and |

| |or talk is off the subject. Offers|details. Makes connections to |leads others in discussion. |

| |few ideas to the discussion. |what others say. | |

TOTAL SCORE ______________________________

COMMENTS

Attachment C - Oral Presentation rubric (As modified from: The Technology Applications Center for Educator Development, )

|Oral Presentation Rubric |Top of Form |

| |Bottom of Form |

|Criteria |0 |1 |2 |3 |

|Nonverbal Skills |  |  |  |  |

|Eye Contact |Does not attempt to look |Only focuses attention to|Occasionally looks at |Constantly looks at |

| |at audience at all, reads|one particular part of |someone or some groups |someone or some groups at|

| |notes the entire time |the class, does not scan |during presentation |all times |

| | |audience | | |

|Posture |Sits during presentation |  |Occasionally slums during|Stands up straight with |

| |or slumps | |presentation |both feet on the ground. |

|Vocal Skills |  |  |  |  |

|Enthusiasm |Shows absolutely no |Shows some negativity |Occasionally shows |Demonstrates a strong |

| |interest in topic |toward topic presented |positive feelings about |positive feeling about |

| |presented | |topic |topic during entire |

| | | | |presentation |

|Vocalized Pauses (uh, |10 or more are noticed |6-9 are noticed |1-5 are noticed |No vocalized pauses |

|well uh, um) | | | |noticed |

|Content |  |  |  |  |

|Topic Announced |Audience has no idea what|  |Vaguely tells audience |Clearly explains what the|

| |the report is on | |what report is over |report is covering |

|Time frame |Presentation is less than|Presentation is more than|  |Presentation falls within|

| |minimum time |maximum time | |required time frame |

|Visual Aid |Poor, distracts audience |Adds nothing to |Thoughts articulated |Visual aid enhances |

| |and is hard to read |presentation |clearly, but not engaging|presentation, all |

| | | | |thoughts articulated and |

| | | | |keeps interest |

|Completeness of Content |One or more points left |Majority of points |Majority of points |Thoroughly explains all |

| |out |glossed over |covered in depth, some |points |

| | | |points glossed over | |

|Professionalism of |Mumbles, audience has |Thoughts don't flow, not |Thoughts articulated |Presentation is organized|

|Presentation |difficulty hearing, |clear, does not engage |clearly, though does not |and the interest level of|

| |confusing |audience |engage audience |the audience is |

| | | | |maintained |

TOTAL SCORE ________________________________

COMMENTS

Attachment E - PEER EVALUATION OF TEAM PRESENTATION rubric - (As modified from: )

LESSON CRITIQUE

Presentation Team Topic: _____________________________ Reviewer: _________________ Date: ___________

|A. Overall Group Presentation |35% |

|The group was well prepared. |10 |

|Each member contributed equally in the presentation. |9 |

|The presentation seemed to be based on information that was solid and relevant to the lesson/presentation. |8 |

|They paced themselves appropriately during the presentation and balanced time among and flow between team members | |

|effectively. | |

|The presentation and activities followed a clear and logical sequence. | |

|Support materials were effectively and appropriately used. | |

|The lesson presentation strategy was engaging and encouraged the active involvement of the class. | |

|The group was fairly well prepared. | 7 |

|They had obviously collected and critiqued reference lessons (although perhaps there could have been more/better |6 |

|quality lessons found and used). |5 |

|They paced themselves appropriately during the presentation and balanced time among and flow between team members |4 |

|effectively. | |

|The presentation and activities was sequential. | |

|Support materials were appropriately used. | |

|The lesson presentation strategy actively involved class members. | |

|The presentation was uneven. | 3 |

|It appeared that a few members had done most of the work and the presentation was dominated by one or two members |2 |

|of the team. |1 |

|The presentation did not truly represent a group effort. | |

|The presentation consisted primarily of reading from notes and did little to engage participants in any meaningful| |

|way. | |

|The team obviously did not prepare for this presentation as well as they should have. | 0 |

|All information referenced was available from a text and little, if any, outside reading or research was | |

|evidenced. | |

|They did not engage the class actively in their lesson and did little more than read in turn. | |

|B. Critique and Discussion |20% |

|The group was fully prepared for the questions asked (during) after their presentation. |10 |

|They had in-depth knowledge of the product reviewed. |9 |

|Through facilitation of the discussion they were able to demonstrate their extensive research base when answering |8 |

|specific questions. | |

|The answers to the questions asked provided a means to further illuminate the critique and helped the rest of the | |

|class to clearly understand the product as presented. | |

|The group was able to answer some, but not all, of the questions completely. | 7 |

|In their answers they displayed some knowledge of the product reviewed. |6 |

|Through facilitation of the discussion they were able to demonstrate their research base when answering specific |5 |

|questions. The answers to the questions asked provided a means to further illuminate the critique and helped the |4 |

|rest of the class to understand the product as presented. | |

|The information collected, while sufficient to design and present their product, was insufficient to handle the | 3 |

|questions asked by their peers. |2 |

|They were not sufficiently familiar with the product reviewed and were not able to clearly identify how they |1 |

|designed their product. | |

|Many of their answers consisted of re-stating the points they made earlier. | |

|They were unable to adequately answer many/most of the questions put to them. | 0 |

TOTAL SCORE __________________________

COMMENTS

Attachment F – Self- Evaluation Rubric

Answer the following questions honestly and sincerely…express how you really feel about this project and your participation.

1. How did I feel about the process of learning in a PBL setting as I worked through this project?

2. Did I do my best work?

3. Did I allow others in my group to do more of the work?

4. Do I feel that I did more work than anyone else in my group?

5. What did I learn about myself and my work ethic during this PBL experience?

6. What do I need to improve upon regarding how I do my work?

Attachment J – Task Management Chart

Task management chart

|Step |Name of Activity |Date Begun |Date Finished|Initial |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Attachment L - Teacher’s Form for Group Evaluation rubric (As modified from: )

Group Members ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

ACTIVITY _______________________________________________________________________

Based on teacher observations, give the group a 1 to 5 for each of the following:

The group agreed on a plan _____________(5)

All groups members participated _____________(5)

The group used its time productively _____________(5)

The group respected the opinions of all members _____________(5)

The group successfully completed its task _____________(5)

TOTAL _____________(25)

COMMENTS

Attachment G – Vocabulary quiz/answers

Vocabulary Quiz – Foreign Policy

-Using what you learned from the Frayer Model exercise, define the following terms:

1. foreign policy/relations

2. alliances

3. negotiation

4. imperialism

5. diplomacy

6. diplomatic recognition

7. country

8. state

9. nation

10. President

11. Department of State

12. Secretary of State

13. ideology

14. shuttle diplomacy

15. ping-pong diplomacy.

16. issue

17. national interests

18. values

19. principles

20. foreign policy issues

ANSWERS TO QUIZ

1. dealing with or involved with a country or countries other than your own

2. an association of groups, people, or nations who agree to cooperate to achieve a common goal

3. the reaching of agreement through discussion and compromise

4. the policy of extending the rule or influence of a country over other countries or colonies

5. the management of communication and relationships between nations by members and employees of each nation's government

6. concerned with or involving international diplomacy or the work of diplomats; officially recognizing the legitimacy of another country and working with it

7. a large area of land regarded as distinct from other areas, e.g. because of its natural boundaries or because it is inhabited by a specific group of people

8. a country or nation with its own sovereign independent government

9. a community of people or peoples living in a defined territory and organized under a single government

10. the head of state, or head of state and chief political executive, of a republic

11. the department of the United States government that deals with foreign affairs and is headed by a cabinet secretary and staffed by career foreign service officers

12. the U.S. government official and cabinet member who is in charge of foreign affairs

13. closely organized system of beliefs, values, and ideas forming the basis of a social, economic, or political philosophy or program

14. diplomatic negotiations carried on between countries by a mediator who travels back and forth between the countries

15. form of diplomacy between the United States and China that began with ping-pong players meeting and playing each other as a prelude to formal talks

16. something for discussion or of general concern

17. actions, circumstances, and decisions regarded as benefiting a particular nation

18. the worth, importance, or usefulness of something to somebody

19. an important underlying law or assumption required in a system of thought; a standard of moral or ethical decision-making

20. a general concern or something for discussion between two or more countries or governments

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