World Issues Handbook

2017-201810th Grade Benchmark:

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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Table of Contents

Assignments and Due Dates…………………………………………………………..pg.3

Overview of World Issues Project…………………………………………………..pg.3-5

Global Issue Descriptions…………………………………………………………….…pg.5-6

Infographic…………………………………………………………………………………….pg.7-10

Source Checks……………………………………………………………………………….pg.11-15

Global Issue Outline and Paper……………………………………………………..pg.16-19

Socratic Seminar…………………………………………………………………………..pg.20-21

Policy Outline and Paper………………………………………………………………pg.22-26

Comparative Periodical………………………………………………………………..pg.27-30

Binder Check………………………………………………………………………………..pg.31

Global Issue Debate…………………………………………………………………….pg.32-33

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2017-2018 World Issues Project

Semester 1 Department Due DateKick Off History Sept. 15Issue Infographic 30pts History Sept. 29Source Check #1 20pts English Oct. 13Source Check #2 20pts History Oct. 27Global Issue Outline 30pts English Nov. 17

Global Issues Paper 50pts English Dec. 15

Socratic Seminar 50pts History Jan. 17 & 18

Semester 2Source Check #3 20pts History Feb. 9Source Check #4 20pts English Feb. 16Policy Paper Outline 30pts History Mar. 16

Policy Paper 50pts History Apr. 20

Comparative Periodical 30pts English May 4

Binder Check 10pts English May 18Debate 50pts History/English May 30 & 31

What is the purpose of the benchmark project?The purpose of this benchmark project is to make sure that every student in the 10 th 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

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About the World Issues Project

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 significant problems which are facing our global community today.

Over the course of this project, students will be randomly assigned a world issue. Each student will then become an expert on that assigned global issue, as well as the impact of that issue on the global community.

Students will begin the process by creating an infographic that displays key facts about their assigned issue, including who is affected, and where the issue is most prevalent, as well as why the issue is a factor in global affairs.

Throughout semester one, students will develop their initial research with additional sources, including foreign news outlets, culminating in a research paper which will prepare them for the Socratic seminar. The Socratic seminar is an opportunity for students to discuss their findings so far with others who have been assigned the same issue, and gain insight from others' research.

Armed with this knowledge, in semester two students will move to the final phase of the project, where they will create a policy paper, backed by their research, in which they propose a solution to their assigned global issue. The project concludes with a meeting of students covering the same issue, where students will share their proposals and debate the pros and cons of each. Students will then vote on which proposed policy they feel would best help begin the process of resolving their assigned issue.

Grading:The World Issues Benchmark is worth a different proportion of your grade depending on the class and semester in question:

World History English1st Semester: 20% 1st Semester: 20%2nd Semester: 30% 2nd Semester: 20%

What if my work is late or incomplete?WIP due dates are firm. For late or incomplete assignments, please refer to your teacher’s syllabus for their policies. In order to pass the World Issues Benchmark Project, students must complete every assignment. Failure to do so will result in an Incomplete grade in both English and World History, regardless of the current percentage in the class, until the missing work is completed. 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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Global Issue Descriptions

Access to Clean Water

According to the United Nations Population Division, access to clean water is the availability of an adequate amount of water for drinking, bathing, cooking, etc. within a reasonable distance from people’s homes. It is measured by the proportion of people with access to water sources which are not contaminated. Consider factors that prevent access to clean water, as well as the consequences resulting from not having clean water.

Child Labor:

The International Labour Organization defines child labor as “work that deprives children of their childhood, their potential, and their dignity, and that is harmful to physical and mental development” (“What is Child Labor”). Research should include consideration of work that is hazardous, deprives children of educational opportunity, and/or involves the forcible removal of a child from the family.

Climate Change:

According to NASA, “‘Global warming’ refers to the long-term increase in Earth’s average temperature. ‘Climate change’ refers to any long-term change in Earth’s climate, or in the climate of a region or city. This includes warming, cooling, and changes besides temperature” (“What Are Climate and Climate Change?”). Research should include various kinds of human activity (industry, agriculture, transportation, etc.) on global warming trends, and the financial, environmental, health, and social costs of these impacts.

Human Trafficking:

According to the Department of Homeland Security, "Human trafficking is modern-day slavery and involves the use of force, fraud, or coercion to obtain some type of labor or commercial sex act” (“Human Trafficking”). Victims of human trafficking may also be transported from their country of origin (often a developing country) to a destination country (often a developed country); however, this does not always occur. Consider the toll that human trafficking takes on the victim, the circumstances that allow human trafficking to occur, and the organized crime that develops around it.

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Inequality for Women:

The United Nations defines gender equality as the “equal rights, responsibilities, and opportunities of women and men and girls and boys” (“Concepts and Definitions”). Inequality occurs when one or more of these elements are denied. Examples of inequality for women include:

Lack of career and educational opportunitiesWage disparitiesPolitical underrepresentationGender based violence

For your WIP project, your focus will be on one of these examples. You may end up including elements of the other examples in your project, but the ultimate focus should be on the one that you will argue is the most urgent.

Refugee Crisis:

According to the World Health Organization, “A refugee is someone who fears being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion. A refugee is outside the country of his or her nationality, and is unable to, or unwilling to be protected by that country” (“Health Topics – Refugees”). The Syrian Refugee Crisis demonstrates many of the problems with this issue, such as the financial and social burden of nations who accept refugees, the hardships faced by refugees themselves, as well as security concerns. However, research for this issue must be global and not singularly focused on Syria.

Terrorism:

Terrorism is “the unlawful use of force and violence against persons or property to intimidate or coerce a government,[and/or] the civilian population… in furtherance of political or social objectives” (U.S. Code of Federal Regulations). When conducting research, it is important to distinguish acts of terrorism from acts of war. For instance 9/11 was an act of terrorism because it was an attack on civilians that was not sanctioned by any one government. The WWII attack on Pearl Harbor is considered an act of war because it was backed by the Japanese government.

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Global Issue Infographic

An infographic is a visual representation of data, often using a combination of images, graphs, and clever designs to explain an idea. Infographics can be a helpful way to communicate a lot of information quickly in a way that is interesting for the audience to read. In addition to teaching you how to create visualizations of information, this assignment will also familiarize you with your assigned issue.

Infographic Content

Every Infographic is required to cover the following topics:

I. Issue DefinitionII. People Affected

III. Where Is the Issue Most Prevalent?IV. Top Contributors to the ProblemV. Associated Costs

Each section has unique requirements for information and imagery:

I. Issue Definition

1. Find 3 definitions of your issue from reliable sources, and pick the one that gives the most complete description of the issue. You must cite your chosen definition source.

2. Definition must be labeled “Definition” and be in a semi-transparent box3. List a minimum of 3 specific examples of this issue in the world today

a. Each example must be labeled along with a corresponding imageb. All examples must be labeled under the heading “Examples”

II. People Affected

1. Label approximately the number of people directly and severely affected by your assigned issue each year. (Ask your teacher how to find a number for your specific issue.)

2. Display the number in a large, bold font, and combine the number with an image.

III. Where Is the Issue Most Prevalent?

1. Under the heading “Where Is the Issue Most Prevalent?” create a world map, and then find, label, and color in the nations most affected by your issue in the following regions:

a. North Americab. Central/South Americac. East Asiad. South Asiae. Middle Eastf. Africag. Europeh. Pacific Islands

To create your map, please use the following template: https://mapchart.net/world.html

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IV. Top Contributors to the Problem

1. A minimum of three causes that lead to your issue being a global problema. For each cause, provide one specific statisticb. For each cause, include a corresponding image that directly relates to the causec. All causes must be grouped under a header titled “Top Contributors to the Problem”

V. Associated Costs

1. What are the associated costs of your issue? Consider the following:a. Financialb. Environmentalc. Humand. Any other costs that you can identify

2. Choose 2-3 from the above and provide a statistic and a visual to accompany your examples

Infographic Medium

The WIP Global Issue Infographic may be created in either a digital image or physical format. Whether students are permitted to use both or only one of the formats is at the discretion of their World History teacher.

Physical posters - minimum dimensions of 33 inches x 24 inches Digital Poster - 16:9 aspect ratio, high resolution

Infographic General Requirements

No images may be used more than once. For example, in the sample Infographic, the image of a clock is only used a single time.

No style of chart (Pie, Bar, Line Graph, etc.) may be used more than once. For example, if you have already used a pie chart in one of your sections, you may not use another.

All information must have parenthetic citations and a Works Cited page.o Depending on the medium of the Infographic, the Works Cited will be either on the last slide of a

digital presentation or attached to the back of a physical presentation.o Parenthetical citations and the Works Cited page must follow all MLA rules.o Images do not require citations.

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Global Issue Infographic Rubric

A B C Inc/RedoContent

60%

Infographic fully addresses all required information from the 5 topics:__Definition__People Affected __Prevalence__Top Contributors__Associated costs

18 pts.

Infographic adequately addresses all required information from the 5 topics:__Definition__People Affected __Prevalence__Top Contributors__Associated costs

15 pts.

Infographic addresses all required information from the 5 topics:__Definition__People Affected __Prevalence__Top Contributors__Associated costs

13 pts.

Infographic fails to address all required information from the 5 topics.

0 pts.Visual

Representation

20%

A wide variety of images and charts/graphs are used to increase the clarity of the information.

6 pts.

A variety of images and charts/graphs are used to convey the information.

5 pts.

Images and charts/graphs are used to convey the information.

4.5 pts.

Images and charts are missing, repeated, or do not convey the information.

0 pts.Organization

10%

Information and images are arranged in a way that is easy to follow and artfully presented.

3 pts.

Information and images are logically and cleanly arranged.

2.5 pts.

Information and images are present.

2 pts.

Information and images lack any meaningful organization.

0 pts.Works Cited

10%

All citations and parenthetical notations are present and properly MLA formatted.

3 pts.

No more than 2 MLA errors are present, and all citations and parenthetical notations are present.

2.5 pts.

No more than 3 MLA errors are present, and all citations and parenthetical notations are present.

2 pts.

4 or more MLA formatting errors are present, or citations are missing.

0 pts.

Total Points_____/30

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WIP Annotated Bibliographies

An annotated bibliography is a works cited page that includes summary and analysis of each cited source. In WIP we will be breaking down the process of learning how to write an annotated bibliography by doing periodic source checks of two sources each. Each of these source checks will have its own specific requirements and due date.

The goal is for you to become familiar with different types of reliable sources, and to find sources that you will directly cite when writing your essays.

If a source cannot be used for any of the specific requirements of your essays, you should not use it for a source check.

For WIP you will be required to use four specific source types, and by the end of this project, every student will have eight annotated sources on their bibliography. You are encouraged to go beyond these requirements and do any further research you wish, however, all of your sources must support your essays. All assignments must be typed, done in MLA format, and submitted to turnitin.com.

Sources must be printed out, attached to your source check assignment, and marked up with notes, highlighting, etc.

SEMESTER 1Source Check #1 Due Oct. 13--EnglishThis first assignment will kick start your annotated bibliography, using two sources from a reliable, academic website (no Wikipedia, ehow, ask.com, about.com, answers.com, etc.) OR a government report.

Source Check #2 Due Oct. 27--HistoryAdd two sources from a database

SEMESTER 2Source Check #3 Due Feb. 9--HistoryAdd two sources from any of the approved WIP source types (website, database, book, periodical or video)

Source Check #4 Due Feb. 16—EnglishAdd two sources from a book (electronic books are acceptable), video, or government doc

Common Core Standards Addressed in this assignment: Reading Informational Text Standards 1 (Cite textual evidence to support analysis), 2, 3, and 5 (determine central idea of a text, trace and

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evaluate how author develops it), 8 (evaluate claims, reasoning, and evidence used in a text), 10 (read 10th grade level texts proficiently)

How do I create a Source Check?

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/mla

STEP 3: Underneath your citation, type a paragraph (the source description, or “annotation”) that

1. SUMMARIZES the sourcea. Paraphrases the author’s ideas, using citationb. Includes a direct, cited quotation

2. EVALUATES the validity of the source (what makes this source believable/reliable?)

3. REFLECTS upon the source’s use/value to the world issue being researched.

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 1o Your last name and page number in top RIGHT corner of all pages after page 1

All sources must be in ALPHABETICAL order, and all citations must follow the MLA Eighth Edition table below

SPACINGo Citation has a hanging indent (the only line that remains all the way to the left is the first

line of your citation)o Source descriptions are left justifiedo Citations are double spaced, source descriptions are single spacedo No extra space should be added between sources

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Using Databases to Find Sources for Academic Research

Why Use Databases?

Database: Huge online library of reliable, academic, sources: academic journals, magazines, newspapers, primary source documents, videos, graphs, etc.

Almost all college research will be in databases Access academic materials unavailable on the web This is where professionals find current research

So How Do I Access Them?

irvington.org/libraryIn the center of the page, choose a database, click its name, log in using passwords below.

Irvington’s Databases:

ProQuest Databases: E-Library (all subjects, easiest to learn) SIRS (social issues)

EBSCO Databases (NEW this year!): EBSCOHost Academic Search (journals, etc.) Science Reference Center (all levels of Science) History Reference Center (both U.S. and World) Explora (user-friendly) Points of View (controversial current issues)

Umm…Open Sesame?

ProQuest (SIRS and E-Library):During our current trial period, the link is open, no password required. After September, use:

Username: ihsproquestPassword: irvingt0n (zero instead of the o)

All EBSCO databases:At school, no PW needed! At home:

Username: fusdk12Password: student

*DON’T share passwords with people outside Irvington. We will lose access!*

When Less Is More: Narrowing Your Search!

Before Searching: Generate keywords, not full sentences

Change this: Why does climate change happen?To this: climate change causes

Brainstorm domain-specific vocabulary (What words would researchers in that field use?):teen depression adolescent depression

Brainstorm synonyms, and add to your keyword toolbox as you search:

Started with these keywords:

Saw these keywords in my research and added them to my “toolbox”:

Bee population decline

colony collapse disorder

Concussions Traumatic brain injury, TBI

While Searching: Use Advanced Search Always limit to FULL TEXT Limit by date Limit by source type Boolean operators: AND, OR, NOT

Tips on Saving Sources:

Using Google: Log in to your Google account first. Open an article in the database.

Click Google Drive: Give permission for database to access

your Drive (first time only) Find the new database folder in your

Drive—article is there! If not, repeat.File Download:

Click download symbol. Drag downloaded file into

Google Drive or folder on your computer

IMPORTANT! In EBSCO and E-Library, save MLA citation in a separate doc before leaving the article. Start your Works Cited page!

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MLA Citation Table

Author . Carlson, Anne-Marie.

Title of Source . “Is It Still Necessary to Teach About the United Nations?”

Container 1Title of Container , UN Chronicle,

Other Contributors , Version ,Number , vol. 4,

Publisher ,Publication date , 2013,

Location . pp. 69-88.Container 2Title of Container , SIRS Issues Researcher,

Other contributors ,Version ,Number ,Publisher ,Publication date ,Location . http://www.includefullURL...

Finished entry:

Carlson, Anne-Marie. "Is It Still Necessary to Teach About the United Nations?" UN Chronicle, vol. 4, 2013, pp.69-88. SIRS Issues Researcher, http://sks.sirs. com/cgi-bin/hst-article-display?id=ST151895-0-662&artno=0000363636&type=ART&shfilter= U&key=Human%20rights&title=Is%20It%20Still%20Necessary%20to%20Teach%20About%20the%20United%20Nations%3F&res=Y&ren=N&gov=N&lnk=N&ic=N.

*If any of these elements are not present, go on to the next element. Note that many sources only have one container.

**Please note punctuation marks after each element, as they are different from the old MLA format.

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Joe Smith

Mrs. Avon

English 10, Period 2

1 Jan. 2017

Source Check #1

Carlson, Anne-Marie. "Is It Still Necessary to Teach About the United Nations?" UN

Chronicle, vol. 4, 2013, pp.69-88. SIRS Issues Researcher, sks.sirs. com/cgi-bin/hst-

article-display?id=ST151895-0-662&artno=0000363636&type=ART&shfilter=

U&key=Human%20rights&title=Is%20It%20Still%20Necessary%20to%20Teach%20About

%20the%20United%20Nations%3F&res=Y&ren=N&gov=N&lnk=N&ic=N.

In the academic journal article “Is It Still Necessary to Teach About the United Nations?”, Anne-Marie Carlson, chair of The Committee on Teaching About the United Nations and contributing author to UN Chronical, argues that “Unless students come to know and appreciate the mandate and the role of the United Nations to help their world become safer and more human, far too many of mankind’s failures will simply be repeated” (Carlson). She supports this claim by first outlining six imperatives: 1. Student understanding of the history of the UN’s role in leading countries to self-governance 2. Increasing awareness of countries who suffer from hunger, poverty, ecological issues, etc. 3. Learn how other departments of the UN are currently helping people around the world 4. Learn the eight Millennium Development Goals by the 2015 deadline 5. Understanding the financial workings of the UN and how it affects their programs 6. The UN’s effect on the daily lives of people around the world. Then, Carlson continues to support her claim by explaining how students need to understand all the responsibilities of the “principle organs of the UN” (Carlson). These include the Security Council, General Assembly, the Secretariat, the Economic and Social Council, the International Court of Justice, and the Trustee Council. Toward the end of the article, Carlson admits that UN is not perfect, and that like humans it makes mistakes. Her purpose in doing this is to demonstrate how we can improve and expand the UN, in order to ensure her audience’s support of UN curriculum, which she believes is lacking in American classrooms. This work is significant to the issue of education in America because it explains a weakness in current curriculum, and suggests ideas on how to fix them.

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Source Check Rubric

Excellent(A)

Good(B)

Acceptable(C)

Redo

Annotations

70%

Annotations include comprehensive summary, in-depth source evaluation, and direct connection to WIP issue. Direct quotation has significant relevance to source’s claim.

14pts

Annotations include competent summary and source evaluation, as well as direct connection to WIP issue. Direct quotation is relevant to source’s claim.

11.2pts

Annotations include adequate summary, source evaluation, and connection to WIP issue. One or more of these elements may be weak. Direct quotation is present.

9.8pts

Annotations are missing one or more pieces (summary, source evaluation, connection, quotation).

0pts

MLA format and style

20%

MLA format has no errors.

4pts

MLA format has no more than 2 errors.

3.2pts

MLA format has no more than 4 errors.

2.8pts

MLA format has more than 4 errors.

0pts

Grammar and spelling

and mechanics

10%

No grammar / mechanic/ spelling errors.

2pts

No more than 1 grammar/ mechanic/ spelling error.

1.6pts

No more than 2 grammar/ mechanic/ spelling errors.

1.4pts

No more than 3 grammar/ mechanic/ spelling errors.

0pts

Total Points_____/20

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Global Issue Profile Outline

Your Global Issue Paper is a two-step process: step 1 is an outline portion, while step 2 is a full essay based on the outline. Both are submitted to your English teacher. For the outline, you will focus on gathering the sources,

data, and key ideas that you will later use to write your full essay.

Outline Requirements

● Students must follow standard outline formatting, as in the example below. The order is:● Roman Numerals (I,II,III…)● Capitalized letters (A,B,C...)● Arabic numerals (1,2,3…)

● Outlines should not contain full sentences or paragraphs. Each point should be a short, concise, phrase that communicates only the most important information.

● You may use any of the sources you have found throughout the WIP project, especially those from your source checks. Use a minimum of 4 sources, including at least one from the following formats:

□ Website or government report□ Source from an electronic database□ Reliable source type of your choice

● Include parenthetical (in-text) citations for EVERY outline entry and a complete Works Cited page. Use the Purdue OWL to check your MLA formatting for your parenthetical citations and Works Cited entries.

Outline Content

I. Introduction: Basic information about the issueA. An attention-grabbing fact about the issueB. Explanation of what the issue isC. Causes of this issueD. Negative impacts associated with the issueE. Thesis statement: Make a claim about your global issue’s impact on the world.0

II. Who is affected?A. Find a statistic that demonstrates how many people are affected globallyB. The nations/regions most affected and whyC. Nations/regions that handle the issue well.

1. What they are doing (2 to 3 examples)

III. How is the issue affecting people in the world?A. Effects of this issue in people’s lives (deaths, disease, financial costs, loss of educational opportunity, etc.)B. Groups that are disproportionately affected by the issue.

1. Why are they disproportionately affected?

IV. What is currently being done about the issue?A. What governments of individual nations are doing (France, China, Kenya, etc.)B. What international authorities are doing (United Nations, G20, INTERPOL, etc.)C. What private groups are doing (Charities, faith-based groups, companies, etc.)

V. ConclusionA. Summarize the issue, its causes and effects, and current global responses to it

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GIP Outline Rubric

A B C Inc./Automatic RedoFormatting

20%

Submitted outline follows the exact format shown in the directions, content sections are fully addressed.

6pts

Submitted outline has minimal errors in formatting, content sections are adequately addressed

4.8pts

Submitted outline has several errors in formatting, content sections are addressed.

4.2pts

Outline is not in correct format, full sentences have been used. Sections are missing, incomplete, or incorrectly addressed.

0ptsContent

40%

Relevant information from reliable sources is provided for all sections

12pts

The information provided is generally relevant to the research questions, with minor issues in relevancy of information and/or source credibility 9.6pts

Generally relevant information, but a few entries do not properly answer the research questions or some sources not reliable

8.4pts

1 or more un-researched sections, and/or several sources not acceptable for an academic research paper

0ptsIn-text Citations

20%

Properly formatted MLA parenthetical citations are present for all outline sections

6pts

MLA citations are present for all outline sections, but there are minor errors in formatting.

4.8pts

Parenthetical citations are present for all outline sections, but there are several errors in formatting.

4.2pts

Some parenthetical citations are missing, and/or there are a substantial number of formatting errors.

0ptsWorks Cited

Page

20%

Items are properly MLA formatted, and at least 4 sources are present, including one:_Website_Database source

6pts

Minor MLA formatting errors, but all 4 minimum sources are present, including one:_Website_Database source

4.8pts

Several MLA formatting errors, and/or there are only 3 sources

4.2pts

Numerous MLA formatting errors, and / or there are less than 3 sources cited, and/or database source is missing.

0pts

Total Points______/30

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Global Issue Profile

You have now researched your topic through your source checks and outlined your information for this essay. Your next job is to put your outline information into a cohesive essay which will be used as an important resource for your upcoming Socratic seminar.

Essay must exactly follow the order and content of your Global Issue Outline.

Use your GIP Outline to complete the following Essay Requirements:

• The body of the essay must be at least 3 pages long (4 pages for Honors students), not including your Works Cited:

□ On the first page: MLA heading including your name, your English teacher’s name, class and period, date. On the next line, centered, provide the title for your paper.

□ Your essay (3 pages minimum for CP, 4 pages minimum for Honors)□ Final Page(s): Your Works Cited (continue page numbering on the top right of these pages)

• Be in MLA Format. The Purdue Owl is your friend. Refer to it regularly as you write your essay.□ 12 point Times New Roman font, double-spaced, 1-inch margins, header on right-hand side ½

inch from top of page.□ Include parenthetical citations for all quotations and paraphrases. Every single citation must be

referenced in your Works Cited. • You may use any of the sources you have found throughout the WIP project. Use a minimum of 4

sources, including at least one from the following formats:□ Website□ Article from an electronic database

Common Core Standards Addressed in this assignment: Grade 9-10 Writing Standards 1-2 (Write well-crafted arguments and use evidence to support claims); 7 (conduct research projects based on focused questions), 8 (gathering and evaluating sources from a variety of media and synthesizing the information while avoiding plagiarism) and 9 (drawing evidence from informational texts to support analysis.

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Global Issue Paper Rubric

A B C Inc./Automatic RedoFormat

15%

Essay is:__3 pages (4 Honors)__in MLA format__Structured according to outline

7.5 pts

Essay is 3 pages (4 Honors), structured according to outline.

May have errors in MLA format.

6pts

Essay is 3 pages (4 Honors), but contains many errors in MLA format and/or strays from outline.

5.25pts

Essay does not meet required page length, has significant errors in MLA format and/or structure.

0pts

Content

40%

Global Issue causes, effects, and current solutions are thoroughly addressed using relevant evidence and academic language.

20pts

Global Issue causes, effects, and current solutions are adequately addressed using relevant evidence and academic language.

16pts

Global Issue causes, effects, and current solutions are addressed. Evidence and academic language are lacking.

14pts

Global Issue causes, effects, and current solutions are not addressed.

0ptsWriting

Conventions

20%

Virtually no errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

10pts

Minimal errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

8pts

Numerous errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

7pts

Significant errors in writing conventions hinder the clarity of the content.

0pts

In-Text Citations

10%

Parenthetical citations have no more than 1 error.

5pts

Parenthetical citations have no more than 2 errors.

4pts

Parenthetical citations have 3 or more errors.

3.5pts

No parentheticals present, and/or sources do not match citations in works cited page.

0ptsWorks Cited

15%

Minimum of 4 sources used, including:__ Website__ Database

No more than 1 error in MLA format.

7.5pts

Minimum of 4 sources used, including:__ Website__ Database

No more than 2 errors in MLA format.

6pts

Minimum of 4 sources used, including:__ Website__ Database

No more than 3 errors in MLA format.

5.25pts

Less than 4 sources used, no works cited page present, and/or sources cited do not appear in the essay.

4 or more errors in MLA format.

0pts

Total Points____/50

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Socratic Seminar

The WIP Socratic Seminar is an opportunity for students to discuss their assigned issue with other 10th graders who have been assigned the same issue. Students will be given two articles concerning

their assigned issue, and will discuss the contents of those articles together. The goal of the assignment is to give students the opportunity to practice academic discussion and to gain a deeper

understanding of their assigned issues.

Socratic format:

1. Students will be given 2 recently published articles concerning their assigned issue during their World History class.

2. On the day of the seminar, students will go first to their regular History period for attendance, after which they will go immediately to their assigned seminar room. Students will receive their assigned room number in advance.

3. Once in their assigned room, students will be presented with a series of questions by the seminar teacher-facilitator. These questions will be based on the 2 assigned articles, as well as the global issue in general.

4. Students are expected to engage in the discussion by both presenting their own ideas and commenting on the ideas of others.

5. At the end of the seminar, students will continue with their regular block day schedule.

Socratic requirements

1. Students must bring both of the following items with them to the seminar:

a. WIP binder

b. The 2 articles

2. Students must engage in answering the prompts given by the teacher-facilitator.

3. Students must demonstrate that they are actively listening and responding to the comments of other students. Students must refer to what other students have said during the discussion, and build off of what has already been discussed.

4. Students must remain respectful of others during the discussion. Do not interrupt others while they are speaking. Additionally, students must not monopolize the conversation; students who have already been able to give a substantial amount of input should allow others to speak instead.

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Policy Paper Outline

For your second essay, you will be bringing together all of the information you have gathered over the course of the project to create and present a policy to address your issue. You must not only present valid information, but also convincingly explain to your reader why your policy is both possible and superior to other potential policies. Your Policy Paper is a two-step process: an outline, and a full essay based on the outline, both submitted to your World History teacher. For the outline, you will focus on gathering the sources, data, and key ideas that you will later use to write your full essay.

Outline Requirements:

● Students must follow standard outline formatting, as in the example below. The order is:● Roman Numerals (I,II,III…)● Capitalized letters (A,B,C...)● Arabic numerals (1,2,3…)

● Outlines should not contain full sentences or paragraphs. Each point should be a short, concise, phrase that communicates only the most important information. Rather than including full-length quotations in your outline, include only the most important part of the quotation.

● You may use any of the sources you have found throughout the WIP project. Use a minimum of 4 sources, including at least one from the following formats:

□ Book (print or digital) or video□ Periodical (magazine or newspaper article)--print or digital□ Source from an electronic database

● Include parenthetical (in-text) citations for EVERY point in the outline (even if several points come from the same source) and a complete Works Cited page. Use the Purdue OWL to check your MLA formatting.

Outline Content:

I. Paragraph 1: Introduction

A. Why is your assigned issue a problem that needs international attention?

B. Provide a brief and concise description of your policy.

II. Paragraph 2 & 3: Current Responses to the Issue

A. From the list below, choose only two (2) of the following groups and explain what they are currently doing to alleviate this problem:1. The United Nations2. International organizations3. The countries most affected by the issue4. G20 member nations5. Other groups that specialize in the issue

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B. Why are current efforts insufficient?

III. Paragraph 4 & 5: Your Policy

A. Describe your policy in detailB. Who will be responsible for implementing your policy?C. How will your policy be funded?D. How will your policy be enforced?E. Explain why the focus of your policy is the most effective way of addressing the issue

IV. Paragraph 6: Expected Results

A. What specific improvements do you expect to see as a result of your policy? Using real world data, support the likelihood of your expected results.

V. Paragraph 7 & 8: Identifying Shortcomings

A. What are potential obstacles to successfully implementing your policy, and/or potential criticisms that opponents of your policy might make?

B. Which countries would be unwilling or unable to participate in your policy and why?C. How would your policy overcome these shortcomings?

VI. Paragraph 9: Conclusion

A. Briefly restate the severity of the issue and the potential positive impact of your policy

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Policy Outline Rubric

A B C Inc./Automatic RedoFormatting

20%

Submitted outline follows the exact format shown in the directions (standard Roman numeral format, thorough but concise--not full sentences)

6pts

Submitted outline has minimal errors in formatting, and/or some outline sections are too long or too brief.

4.8pts

Submitted outline has several errors in formatting, and/or most outline sections are too long or too brief.

4.2pts

Submitted outline does not follow the format shown in the directions

0ptsContent

40%

Relevant information from reliable sources is provided for all sections

12pts

The information provided is generally relevant to the research questions, with minor issues in relevancy of information and/or source credibility 9.6pts

Generally relevant information, but a few entries do not properly answer the research questions or some sources not reliable

8.4pts

1 or more un-researched sections, and/or several sources not acceptable for an academic research paper

0ptsIn-text Citations

20%

Properly formatted MLA parenthetical citations are present for all outline sections

6pts

MLA citations are present for all outline sections, but there are minor errors in formatting.

4.8pts

Parenthetical citations are present for all outline sections, but there are several errors in formatting.

4.2pts

Some parenthetical citations are missing, and/or there are a substantial number of formatting errors.

0ptsWorks Cited

Page

20%

Items are properly MLA formatted, and at least 4 sources are present, including one:_Book or video_Periodical_Database source

6pts

Minor MLA formatting errors, but all 4 minimum sources are present, including one:_Book or video_Periodical_Database source

4.8pts

Several MLA formatting errors, and/or there are only 3 sources

4.2pts

Numerous MLA formatting errors, and / or there are less than 3 sources cited, and/or database source is missing.

0pts

Total Points______/30

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Policy Paper

You have now gathered information to support your policy through your source checks and outlined your information for this essay. Your next job is to put your outline information into a cohesive essay which will be used as an important resource for your upcoming Debate.

Essay must exactly follow the order and content of your Policy Paper Outline.

Essay Must:

Be in MLA format. The Purdue Owl is your friend. Refer to it regularly as you write your essay. Be typed, 12 point Times New Roman font, double-spaced, 1-inch margins. Be at least three pages long, not including your Works Cited (5 for Honors students):

o On the first page: MLA heading including your name, your History teacher’s name, class and period, date. On the next line, centered, provide the title for your paper.

o Page 1-3: Your essay (4 pages minimum for CP, 5 pages minimum for Honors)o Final Page(s): Your Works Cited

Include parenthetical citations for all quotations and paraphrases. Every single citation must be referenced in your Works Cited. Use a minimum of 5 sources (6 for Honors students), including at least one from the following formats:

o Book (print or digital versions will be accepted) or videoo Magazine or newspaper article (online or hard copy)o Source from an electronic database

Common Core Standards Addressed in this assignment: Grade 9-10 Writing Standards 1-2 (Write well-crafted arguments and use evidence to support claims); 7 (conduct research projects based on focused questions), 8 (gathering and evaluating sources from a variety of media and synthesizing the information while avoiding plagiarism) and 9 (drawing evidence from informational texts to support analysis)

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Policy Paper Rubric

A B C Inc./Automatic RedoFormat

15%

Essay is:__4 pages (5 Honors)__in MLA format__Structured according to outline

7.5pts

Essay is 4 pages (5 Honors), structured according to outline. May have errors in MLA format.

6pts

Essay is 4 pages (5 Honors), but contains many errors in MLA format and/or strays from outline.

5.25pts

Essay does not meet required page length, has significant errors in MLA format and/or structure.

0ptsContent

40%

The current state of the assigned issue, and how the policy will address it, is thoroughly addressed using relevant evidence and academic language.

20pts

The current state of the assigned issue, and how the policy will address it, is adequately addressed using relevant evidence and academic language.

16pts

The current state of the assigned issue, and how the policy will address it, is addressed using relevant evidence and academic language.

14pts

The current state of the assigned issueand / or the policy that will address it are missing or inadequate.

0ptsWriting

Conventions

20%

Virtually no errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

10pts

Minimal errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

8pts

Numerous errors in:__Spelling__Punctuation__Grammar__Sentence Clarity

7pts

Significant errors in writing conventions hinder the clarity of the content.

0ptsIn-Text

Citations

10%

Parenthetical citations have no more than 1 error.

5pts

Parenthetical citations have no more than 2 errors.

4pts

Parenthetical citations have 3 or more errors.

3.5pts

No parentheticals present, and/or sources do not match citations in works cited page.

0pts

Works Cited

15%

Minimum of 5 sources used (6 for Honors), including:__ Book or Video__Periodical__ DatabaseNo more than 1 error in MLA format.

7.5pts

Minimum of 5 sources used (6 for Honors), including:__ Book or Video__Periodical__ DatabaseNo more than 2 errors in MLA format.

6pts

Minimum of 5 sources used (6 for Honors), including:__ Book or Video __Periodical__ DatabaseNo more than 3 errors in MLA format.

5.25pts

Less than 5 sources used, no works cited page present, and/or sources cited do not appear in the essay.

4 or more errors in MLA format.

0pts

Total Points____/50

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Comparative Periodical 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 magazine or newspaper (printed periodically: daily, monthly…). Find periodical news articles from two different countries to investigate how their news media treat the same issue differently.

What To Do:

1. Gather two articles: In the library, you will learn how to find and choose international periodicals (see this link: http://www.fmtusd.org/Page/25929).

You must find 2 articles:

❏ Dealing with the same current event related to your issue❏ From two reliable periodicals❏ Published in two different countries

EXAMPLE: If your WIP topic is climate change, BOTH articles deal with a current event related to climate change [ex: a flood, an increase in a disease, an international conference]. Look for different perspectives if possible. For example, one article might be from an industrialized nation that produces a lot of pollution, and the other from a nation whose environment is greatly affected by climate change.

2. Closely read and annotate each article as demonstrated by your English teacher. This involves reading each article twice, looking up vocabulary, and underlining and highlighting meaningful elements (like key terms, or pieces of evidence that support an argument) and writing your own notes in the margin. Your notes should summarize the main point of the paragraph IN YOUR OWN WORDS in the margin next to the text (complete sentences not required). They should also include some other elements, such as asking questions, or making connections to other research. Your article should be thoroughly “marked up” with notes. This will be turned in and graded.

3. Create a correct MLA citation for each article, in the appropriate boxes of the attached graphic organizer. The accuracy of your MLA citations counts (see rubric).

4. Summarize each article in the graphic organizer, following these steps:

1. The notes you made on each article included a quick summary of the main idea of each paragraph in the margin. Copy those summary sentences for the first article into the appropriate row of the graphic organizer. SUMMARY MUST BE IN YOUR OWN WORDS, not the same words used by the author! NO QUOTATIONS.

2. Repeat for the next article.

*Why am I recopying stuff? The purpose is to show your understanding of the content of the article. The goal is to have a concise summary of each article in the columns so you can easily compare the two articles side-by-side.*

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5. Compare and synthesize the articles: Use the row at the bottom of the graphic organizer to write about the differences you observe between how these articles treat this same event. Consider:

● Information left out/added/emphasized in one article but not the other.

● Differences and similarities in content, tone, and style.

● Any guesses you have about the causes of differences (“The newspaper from Russia is owned by the government, so maybe that’s why it has less criticism of Putin”) BUT this is not required! It is fine to just point out the differences.

● What the article explicitly says and clearly implies. AVOID making assumptions that you can’t prove with specific evidence from the article.

What You Will Turn In: The following are due to your English teacher by the due date:

a. Printed (or electronic, if teacher prefers) copy of each of the articles with your thorough annotations (notes in the margins, highlighting, etc.)

b. The attached graphic organizer showing your summary and comparison of the articles, with MLA Citations for each article.

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

Country of origin of article:

Full, correct MLA Citation for Article 1:

Summary of Article 1:

Country of origin of article:

Full, correct MLA Citation for Article 2 (from a different country):

Summary of Article 2 (include all main points and important details):

Comparison (Read directions above!):

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Comparative Periodical Review Rubric

Excellent(A)

Good(B)

Acceptable(C)

Incomplete/Redo

Annotated Articles

20%

Notes on articles show reader engaging thoughtfully with text, and a thorough understanding of article. They include a clear and concise summary of each meaningful chunk of text. No main ideas or relevant details missed. Other elements (such as highlighting or Qs) enhance understanding.

6pts

Notes on articles include summary of each meaningful chunk of text. No main ideas missed, but important supporting details may be missed. Notes could benefit from more other elements (such as highlighting or Qs) to enhance understanding.

4.8pts

Summaries are minimal and few other elements are present. Student could have interacted more thoroughly with the text. Highlighting may not be meaningful (ex: everything is highlighted, or only one sentence is).

4.2pts

Student did not turn in 2 articles; OR article(s) are:

__not annotated

__incompletely annotated

__annotations are incorrect/do not correspond to what is said in the article.

0ptsArticle

Summaries (in graphic organizer)

20%

Article summaries include all main ideas and relevant supporting details. Clear understanding of the article. Summaries are entirely in student’s own words.

6pts

Summaries include all main ideas but may have missed supporting details. They are in student’s own words.

4.8pts

Summaries cover main ideas but missed important supporting details. May show misunderstanding of article. They are in student’s own words.

4.2pts

Student did not turn in 2 summaries; OR they are very brief and missing a lot of information; OR incorrect; OR not entirely in student’s own words .

0ptsComparison

section of graphic

organizer

30%

Thoughtful comparison points out differences and similarities in content, tone, and style between the articles.

9pts

Points out differences and similarities between the articles, but perhaps only in content. Student may have missed an important idea or made an unfounded claim (no evidence).

7.2pts

Attempt at comparison but not thorough enough. Student may have missed more than one important idea or made an unfounded claim (no evidence).

6.3pts

A significant amount of misinterpreted information from article; OR comparison too brief to be meaningful.

0ptsMLA

Citations

15%

Articles are cited correctly with no more than 1 MLA format error per citation.

4.5pts

Citations have no more than 2 MLA formatting errors.

3.6pts

Citations have many errors in MLA format.

3.15pts

One or more citations is missing, OR not in MLA format (ex: just a URL).

0ptsSource

Evaluation

15%

Student has chosen 2 articles from reliable, current periodicals from two different countries, about the same event related to WIP issue.

4.5pts

There is a problem with one article’s suitability (reliability, currency, or topic).Articles may both be reliable and current, but not on the same event, so comparison is not as meaningful.

3.6pts

There is a larger problem with at least one article’s suitability (reliability, country of periodical, currency, or topic). There may be a problem with both articles.

3.15pts

_Source(s) unreliable; OR _ outdated; OR_ about two completely different issues; OR_not a periodical, OR;_not from 2 different countries

0pts

Total Points_____/30

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WIP Binder Check

All assignments should be graded originals.

Semester 1 Assignment Completed and PassingCountry Infographic

Annotated Bib #1

Annotated Bib #2

Global Issue Outline

Global Issues Paper

Semester 2Annotated Bib #3

Annotated Bib #4

Policy Paper Outline

Policy Paper

Comparative Periodical

Total Points_______/10

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WIP Presentation: Policy Debate

The WIP debate is the culmination of the benchmark, and occurs in two parts: a policy proposition and a question/answer segment.

Preparing for the debate

WIP binders must be present on the day of the debate Professional attire is required

Policy Propositions:

Each student will propose and advocate for a specific policy that takes steps to address the international issue they have researched. This policy was the basis of your policy paper. The policy proposition must not exceed 3 minutes.

For your policy proposition, you want to create an “elevator pitch,” an intriguing and brief description of what your policy is and what it will accomplish. Policy propositions should contain the following elements (based on your policy paper).

A. Plan: What steps need to be taken for your policy to be implemented? As you describe these steps, address:

1. Who will be responsible for implementing your policy?2. How will your policy be funded?3. How will your policy be enforced?4. Explain why the focus of your policy is the most effective way of addressing the issue

B. Impact: What specific, positive effects would result from your plan?C. Defense: Why is your plan superior to other plans?

Question and Answer:

In addition to presenting their policy, students must engage in academic debate with their fellow debaters. This will require students to ask several high-quality questions (insightful, evidence based, and responsive to what others have said), as well as respond to the questions posed to them. The following list exemplifies quality questions; it is also a good list to consider when planning counterarguments.

1. Are there any places where your policy has been successful?

2. What is greatest potential flaw with your policy?

3. Which social, political, and/or economic groups will oppose your policy the most?

4. How quickly could your policy be implemented relative to others?

5. How expensive is your policy relative to others?

6. If there are multiple strong policies in the debate, why should yours be prioritized?

Grading

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In addition to the assignment grade based on the rubric, the presiding teacher will choose the best overall policy based on information presented, preparedness, and level of engagement during discussion.

Policy Debate Rubric

A B C Inc/Redo

Preparedness

10%

WIP Binder is present, and the student is professionally dressed

5pts

Student has neglected one or more of the two factors of preparedness.

0ptsPolicy

Proposal

40%

Student has a clear, well developed policy, supported by relevant facts and details, including:__Plan__Impact__Defense

20pts

Student has a clear policy, supported by adequate facts and details, including:

__Plan__Impact__Defense

16pts

Student has a clear policy, but gives few details and facts during their explanation

14pts

Student has no clear policy or lacks supporting evidence

0ptsDebate/

Discussion

50%

Student engages frequently in conversation, responding to and expanding upon the comments of others

25pts

Student engages with the group, responding to and asking questions

20pts

Student interacts with the group but shows little regard for or understanding of the overall discussion

17.5pts

Student minimally participates in group discussion

0pts

Total Points: _____ /50

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