Florida Gulf Coast University Lecture Series

PresentsGeneral Colin Powell

Friday, March 23, 2007Alico Arena, 6:00 pm

Diplomacy: Persuasion, Trust & Values

An Interdisciplinary Unit Plan

Secondary Curriculum Resource

Unit Overview: Diplomacy

Persuasion

Trust

Values

Unit Content

General Colin

Powell's Diplomacy

Lesson 3 Trust

Lesson 2Values

Lesson 1Persuasion

Introduction: Biographical

Aspects

Introduction

“Challenge young people by having high expectations of

them; engage them with the opportunity to realize those

expectations through constructive, character-building activities.”

                                                                     —Colin Powell

Introduction: Websites with General Colin Powell’s

Biographical Aspects

• Academy of Achievement http://www.achievement.org/autodoc/page/pow0bio-1

• The White Househttp://www.whitehouse.gov/government/powell-bio.html

• US Department of State http://www.state.gov/secretary/former/40385.htm

• Answers.com http://www.answers.com/topic/colin-powell

Lesson One:Persuasion

“Challenge young people by having high expectations of them;

engage them with the opportunity to realize those expectations

through constructive, character-building activities.”-Colin Powell

Political and Diplomatic

History:War and Civil

Conflict

Social and Economic History:Growth,

Competition, and Interdependence

Intellectual and Cultural History:

Economic Globalization

• Main Concepts and Activities

The following concepts have been obtained from: Kagan, Ozment, and Turner – Intellectual and Cultural History

• Concepts– Scientific and technological developments and their consequences – Major trends in literature and the arts – Intellectual and cultural developments and their relationship to social values and political events – Developments in social, economic, and political thought – Developments in literacy, education, and communication – The diffusion of new intellectual concepts among different social groups – Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual – Impact of global expansion on European culture

• Activity– Group PowerPoint Presentation that explores, compares, and contrasts the impact of Globalization on a both a

“Developing” and “Developed” Nation

– Political and Diplomatic History • Concepts

– The rise and functioning of the modern state in its various forms – Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence – The evolution of political elites and the development of political parties and ideologies – The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority; political

persecutions – The growth and changing forms of nationalism – Forms of political protest, reform, and revolution – Relationship between domestic and foreign policies – Efforts to restrain conflict: treaties, balance of power, diplomacy, and international organizations – War and civil conflict: origins, developments, technology, and their consequences

• Activity– Video Interviews: Explore the impact of the war in Iraq by performing Video Interviews of People in your community

– Social and Economic History • Concepts

– The role of urbanization in transforming cultural values and social relationships – The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty – The development of commercial practices and their economic and social impact – The origins, development, and consequences of industrialization – Changes in the demographic structure of Europe, their causes and consequences – Gender roles and their influence on work, social structure, family structure, and interest group formation – The growth of competition and interdependence in national and world markets – Private and state roles in economic activity

• Activity– Public Awareness Campaign: Students will create a campaign about the growth of competition and interdependence

in national and world markets

• Assessment: Rubistar.com– Multimedia Project Rubric

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

– Collaborative Work Skills Rubric http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html

– Video Production Rubric http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

– Public Awareness Campaign Rubric http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

• Technology:– Available Internet Websites– Global Economics: http://www.andover.edu/iap/gecp/lessonplans.htm – Globalization 101

http://www.globalization101.org/teachers/all.asp?PHPSESSID=760 – National Council for Economic Education http://www.ncee.net/ – International Crisis http://www.crisisgroup.org/home/index.cfm?id=3956&l=1 – Military Charts Movement of Conflict in Iraq Toward Chaos

http://www.nytimes.com/2006/11/01/world/middleeast/01military.html?ex=1320037200&en=9888d540b033a8e5&ei=5088&partner=rssnyt&emc=rss

– Beyond Economic Growth and Globalization http://www.worldbank.org/depweb/beyond/global/chapter12.html

– Mutual Interdependence: Asia and the World Economy http://www.imf.org/external/np/speeches/2005/063005.htm

• Modifications/ Adaptations– LEP student- let them study another country and do research in their native language– Provide a translator– Use a buddy system to help students with special needs

• Related Sunshine State Standards– FL.SS.A.1.4.1...understands how ideas and beliefs, decisions, and chance events have

been used in the process of writing and interpreting history. – FL.SS.B.2.4The student understands the interactions of people and the physical

environment.– FL.SS.C.1.4The student understands the structure, functions, and purposes of government

and how the principles and values of American democracy are reflected in American constitutional government.

– FL.SS.D.2.4The student understands the characteristics of different economic systems and institutions.

• Resources for this lesson:– Western Heritage

http://www.phschool.com/advanced/lesson_plans/hist_kagan_2001/lesson09.html – Wide angle global classroom

http://www.pbs.org/wnet/wideangle/classroom/5lp1.html – Social Studies Lesson Plans http://www.col-ed.org/cur/social.html – Persuasion Lesson Plan

http://www.phschool.com/advanced/lesson_plans/hist_kagan_2001/lesson07.html

Lesson Two:Values

“Challenge young people by having high expectations of them;

engage them with the opportunity to realize those expectations

through constructive, character-building activities.”-Colin Powell

Social Values

Cultural Values

National Values

Personal Values

Lesson 2: Values

ValuesA Principle

A BeliefA Philosophy

National

Personal

CulturalSocial

Individual Uniqueness

Personal Meaning

Ethical Behavior

Openness to learning

Democratic Decision Making

Popular Sovereignty

Government Accountability

Individual and

Collective Initiative

Environmental Adaptation

Social and Economic Evolution

Historical Factors

Intercultural Connections

What is Moral

Societal Rights

Pursue Equality

Privacy

Introduction to Lesson 2: What are Values

• Values are principles, standards or qualities considered worthwhile or desirable by the person who holds them.

– Abstract ideas about what a society believes to be good, right, and desirable.– Those qualities of behavior, thought, and character that society regards as being intrinsically

good, having desirable results, and worthy of emulation by others.– Assumptions, convictions, or beliefs about the manner in which people should behave and

the principles that should govern behavior.

• Values are our subjective reactions to the world around us. They guide and mold our options and behavior. Values have three important characteristics.

– First, values are developed early in life and are very resistant to change. Values develop out of our direct experiences with people who are important to us, particularly our parents. Values rise not out of what people tell us, but as a result how they behave toward us and others.

– Second, values define what is right and what is wrong. Notice that values do not involve external, outside standards to tell right or wrong; rather, wrong, good or bad are intrinsic.

– Third, values themselves cannot be proved correct or incorrect, valid or invalid, right or wrong. If a statement can be proven true or false, then it cannot be a value. Values tell what we should believe, regardless of any evidence or lack thereof.

– Reference for this information http://www.valueseducation.edu.au/values/default.asp?id=8758

Lesson 2 Framework

• Time Required for the Lesson: 4 Sessions- 45 minutes each

• Main Concepts– National Values

• Democratic Decision Making• Popular Sovereignty• Governmental Accountability• Individual and Collective Initiative

– Cultural Values• Environmental Adaptation• Social and Economic Evolution• Historical Factors• Intercultural

– Social Values• What is Moral• Societal Rights• Pursue Equality

– Personal Values• Personal Meaning• Individual uniqueness• Openness to learning• Ethical Behavior

Main Concepts and Activities

• Concept– National Values: Students will learn about the importance of principles such as democratic decision making and popular sovereignty;

government accountability; civility, truth-telling and respect for the law; the value of individual and collective initiative and effort; concern for the welfare, rights and dignity of all people.

• Activity– Town Meeting Simulation Integrates Creative Drama and Social Studies

• PURPOSE: Students are to use discussion, negotiation, and political skill to make a group decision. – Drafting the Constitution: This lesson integrated Visual Arts, History, and Social Studies

• PURPOSE: Analyze how Congress, under the Constitution, responds to contemporary issues • Concept

– Cultural Values: A strong cultural identity enables individuals to become independent and self-reliant people who function in their own environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which undermines their own cultural identity. How Cultural Values are formed

• Activity– Poetry Lesson Integrates Social Studies, Language Arts , and History Students create a poem about them and how they change and adapt to

their environment• Purpose Understand the concept of adaptation and how this forges our value system

– Simulation of how it would be to live with poor water quality- Lesson integrates Social studies, Science, Creative Drama• Purpose: Understand the need to secure resources and how this forges our value system

– Cultural Tapestry integrates Geography, social studies, language arts, science, and math • In this lesson young students will use a variety of media to explore culture as the sum of learned patterns of behavior, institutions, values, and belief

systems. Students will learn how to identify, compare, and appreciate the cultural characteristics of different regions and people. • Concept

– Social Values: A social value typically lasts from 20 to 50 years. Changes in social values occur, to name a few reasons, because of (a) scientific findings, (b) evolution of religious beliefs, (c) changes in moral values, (d) the persistence of vision-driven advocates, (e) media, (f) changes in the economy, (g) technological innovation, (h) demographic shifts, or (i) for no discernible reason at all.

• Activity– Establishing Classroom Rules: Learning about our American History and our United States Constitution can be fun as well as educational. As a

teacher, I want these areas to become alive for my students, to convince my students that everyday they are living a part of history of our country and how these historical events have effected their own lives. I do this by not only lecturing, assigning paperwork but by various activities and projects.

– Research & discuss articles on urban poverty, economic opportunity & the distribution of local, state & national resources. • Concept

– Personal Values: The acceptance and respect of self, resulting in attitudes and actions that develop each person’s unique potential — physical, emotional, aesthetic, spiritual, intellectual, moral and social. Encouragement is given to developing initiative, responsibility, ethical discernment, openness to learning and a sense of personal meaning and identity.

• Activity– Write own opinion papers either for or against national identification cards. – Search and Seizure Debate: A vehicle for a discussion of student rights, search and seizure issues and the "delicate balance" between

individual freedoms and society's needs

• Assessment: Rubistar.com– Class Debate Rubric

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

– Multimedia Project Rubric http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

– Poetry Rubric http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html – Persuasive Essay Rubric

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPSESSID=a15a557e8bb8dc2541fec56497e6352e#01

• Technology:– Available Internet Websites– Popular Sovereignty

http://www.basiclaw.net/Principles/Popular%20sovereignty.htm – Individual Vs Collective Innitiatives

http://www.laetusinpraesens.org/docs/gorbdemo.php – Democratic Decision Making

http://www.goer.state.ny.us/train/onlinelearning/FTMS/500s4.html – Government accountability http://www.gao.gov/ – Environmental Adaptation

http://www.mines.edu/fs_home/jsneed/courses/LISS.380-83/LISS.380/index.shtml

• Modifications/ Adaptations– LEP student- let them study another country and do research in their native language– Provide a translator– Use a buddy system to help students with special needs

• Related Sunshine State Standards– FL.SS.C.1.3The student understands the structure, functions, and purposes of government

and how the principles and values of American democracy are reflected in American constitutional government.

– FL.SS.C.2.3The student understands the role of the citizen in American democracy.– FL.SS.C.1.3The student understands the structure, functions, and purposes of government

and how the principles and values of American democracy are reflected in American constitutional government

– FL.SS.A.3.3.1...understands ways in which cultural characteristics have been transmitted from one society to another (e.g., through art, architecture, language, other artifacts, traditions, beliefs, values, and behaviors).

• Resources for this lesson:– http://www.mrdonn.org/government.html#system – Social Studies Lesson Plans http://www.usask.ca/education/ideas/tplan/sslp/sslp.htm – Cultural Tapestry Lesson

http://www.nationalgeographic.com/xpeditions/lessons/10/g35/tapestry.html – Search and Seizure Lesson Plan

http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0036.html

– We the People Lesson Plan: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0050.html

Lesson Three:Trust

“Challenge young people by having high expectations of them;

engage them with the opportunity to realize those expectations

through constructive, character-building activities.”-Colin Powell

Pre-Lesson Activities:

KWL ChartVocabulary BuildingClass Discussion

Lesson Activities:Poem Writing Poem Sharing

Extended Learning

Post-Lesson Activities:Poem Book

KWL Chart Review Assessment

Materials:• Pencil or Pen• Lined Notebook Paper• Construction Paper• Markers, Crayons, Colored Pencils, Paint, and Other Art Supplies• Chalkboard, Dry Erase Board or Smart Board• Chalk or Dry Erase Markers • Computers with Internet Capabilities

• Teacher Approved Articles and Books on General Powell

Time:

• Three Day Unit, 45 minutes each day

Create a Rubric for the following Activities: • A rubric that contains the guidelines and assessment criteria for how each

individual student participates in the KWL chart and classroom discussions. • A rubric that contains the guidelines and assessment criteria for how each

individual student participates in group and paired activities. • A rubric that contains guidelines for how to share and display group poems

and poem book.• A rubric that contains guidelines and assessment criteria for any post or

extension activities.

Pre-Lesson Activities (Day One)

1) Students will conduct a KWL chart to determine (1) What they KNOW, (2)

What they WANT to Know, and (3) What they LEARNED. The teacher will

write student ideas on the board as a starting point for the class discussion

and introduction to the unit. The teacher will select a recorder for each class

to copy down the ideas to save for follow-up activities.

2) Students will be given five minutes to brainstorm and write down what they

believe the word “trust” means without using dictionaries, one another, or

other reference materials.

3) Students will be given ten minutes to write down U.S. and world leaders who

they “trust” without using dictionaries, one another, or other reference

materials. The teacher will conduct a class discussion on the various ideas of

trust as well as who and why student’s selected particular leaders they trust.

The teacher will then utilize other research materials, articles, and books to

discuss General Powell with the students.

4) The teacher will list the most common student ideas of trust on the board to

assist students in developing a definition and determining trusted U.S. and

world leaders.

5) After sharing, the teacher will provide a definition of trust so that students

can compare their ideas with a dictionary or stark definition. The teacher will

display information in multiple forms including brainstorming webs, graphic

organizers, lists, and outlines.

Lesson Activity (Day Two)

Activity: Poem Writing

1) Students will read through teacher approved articles and books written by or

about General Powell. Students will independently select one to two sentences

or parts of a sentence that they believe embody the message of “trust.” Students

will then be placed in small groups as determined by the teacher to share their

selected sentences. Together, the group of students will make a single group

poem by combining all of their sentences together. Each group can decide how

to place the individual sentences together as well as decide how they would like

to present their poem to the class through drama, dance, technology, media,

oral presentation, etc… Students will then use construction paper to write their

group poem and will decorate the construction paper with art supplies. The

teacher will collect all poems from each class and bind them into a Poem Book

for his or her classes to utilize in Day Three.

2) For extended learning, the teacher may assign individual students, pairs of

students, or groups of students to conduct a research project on U.S. and world

leaders that their class felt were trustworthy. Students could also develop

posters with key findings, conduct an oral presentation, or use PowerPoint to

assist in presenting their findings to the class.

Post-Lesson Activities (Day Three)

1) The teacher will share the Poem Book with each of his/her classes. Students

will compare differences between their poems and discuss key commonalities.

2) Students will revisit their KWL chart to determine (1) if what they KNEW was

correct, (2) if they learned what they WANTED to know, and (3) determine

what they LEARNED.

3) Students will be given the teacher made assessment based on the teacher

created rubric. Technology

o Conduct a web search on the following concepts: • Writing Poetry • Creative Thinking • Creative Writing • Trust Activities • Building Relationships • The National Writing Project

Integrated Curriculum Strategies • Think-Pair Share Activities • Jigsaw Teaching Strategies• Brainstorming, Graphic Organizers, and Outline Strategies• Group Work, Individual Work, and Paired Work

Modifications • For Different Learning Abilities:

1. Modify the specificity of the content, processes, products, rubrics or assessments to meet individual student needs.

2. Require one product per group or pair rather than per individual student.

3. Allow students to chose among activities that best suit their learning abilities.

• For Second Language Learners (SLL): 1. Have instructions in Spanish or Haitian Creole 2. Pair a student with a buddy 3. Request that your onsite Spanish Resource Teacher be present during

the unit Sunshine State Standards

o ReadingoStandard 1: The student uses the reading process effectively (LA.A.1.4)

•Selects and uses prereading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and organization of a reading selection. •Applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.

Sunshine State Standards continued… o Reading

o Standard 2: The student constructs meaning from a wide range of texts

(LA.A.2.4)• Locates, gathers, analyzes, and evaluates written information for a

variety of types of written material. • Identifies devices of persuasion and methods of appeal and their

effectiveness.• Synthesizes information from multiples sources to draw conclusions.

o Writing o Standard 1: The student uses writing processes effectively (LA.B.1.4)

• Selects and uses appropriate prewriting strategies, such as

brainstorming, graphic organizers, and outlines.

oStandard 2: The student writes to communicate ideas and information

effectively (LA.B.2.4)• Writes text, notes, outlines, comments and observations that

demonstrate comprehension and synthesis of content, processes, and

experiences from a variety of media.• Organizes information using appropriate systems. • Writes fluently for a variety of occasions, audiences, and purposes,

making appropriate choices regarding style, tone, level of detail, and

organization.

Extra References • Colin Powell's Journey from 'Soldier' to Statesman (National Public Radio)

– http://www.npr.org/templates/story/story.php?storyId=6470616

• Interview With Regis Le Sommier of Paris Match (note: the French version of “My American Journey.” is titled “L’enfant du Bronx.”)– http://www.state.gov/secretary/former/powell/remarks/40008.htm

• Quotations from Chairman Powell: A Leadership Primer (by Oren Harari) – http://www.govleaders.org/powell.htm

• Books Available at the FGCU Bookstore:– http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?s

toreId=10311&langId=-1&catalogId=10001

– “My America Journey” by Colin Powell with Joseph Persico (Ballantine Books, June 1996)

– “The Leadership Secrets of Colin Powell” by Oren Harari (McGraw-Hill, 2002)

– “Soldier: The Life of Colin Powell” by Karen DeYoung (Knopf, 2006)