Third Diplomaticposting

Note: All Individual Duties must be completed before diplomats will receive credit for their team duties!!

RELATED ISSUE: #3 To what extent does globalization contribute to sustainable prosperity for all people?

GENERAL OUTCOME: To be able to assess economic, environmental and contemporary impacts of globalization.

ENDURING UNDERSTANDINGS: (Rocks)To What Extent Do I…

Demonstrate appreciation for the impacts of globalization on people, the economy and the environment?

Understand populations’ and governments’ actions in regards to the environment? Appreciate the varying viewpoints of people who hold different positions on

political, economic, environmental and global issues? Recognize the interdependencies between politics, economics, the environment and

globalization in the pursuit of sustainable prosperity? Show awareness of the factors that have contributed to the increase in globalization

since WWII?

Humanities 10-1: Second Diplomatic Mission page 1Humanities Department LCHS C. Uhrbach

Third Diplomatic Mission: Humanities 10-1

C. Uhrbachwww.humanities10-1.ning.com

Globalization Emergent Issues Individual and

Collective Responses

Historical Globalization

Indigenous Peoples

Non-Indigenous Peoples

Prosperity Aboriginal Francophone Human Rights Quality of Life Continuity Civic Response Collective

Response Multiple

Third Diplomatic Mission: Humanities 10-

1Individual Duties:

1. Continue to use the logo that you developed in the First Diplomatic Mission. As the year continues, I want you to revise your logo whenever you believe that your understanding of your identity has changed in relation to globalization. At the end of the year one of the questions that will be asked in your exit interview will be how your identity has evolved based on your understanding of your place in the global world. (Due: Ongoing)

2. Show awareness of the factors that have contributed to the increase in globalization since WWII?

Using your textbook as your source, create an effective set of notes and a quiz based on the following readings:Free Market p. 212-213Free Trade p. 217-221Trading Blocks p. 251-256

Create a quiz based on the information found in these pages.You need 20 questions. These can be MC, short answer, long answer, fill in the blank, T/F, etc…You MUST have a minimum of 3 different types of questions. Your questions need to reflect different levels of thinking. Use the following Chart to help you create different levels of questions: Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that

commonly occur in educational settings. The taxonomy provides a useful structure in which to

categorize test questions, since professors will characteristically ask questions within particular

levels, and if you can determine the levels of questions that will appear on your exams, you

will be able to study using appropriate strategies.


Remember to make notes that effectively represent your learning style. Indicate the important vocab. In your notes,

http://elchs.wolfcreek.ab.ca/lcsweb/Departments/SocialStudies/0085E836-000F810F.1/12112008_115129_0.gif?src=.BMP

Competence

Skills Demonstrated

Knowledge observation and recall of information

knowledge of dates, events, places

knowledge of major ideas

mastery of subject matter

Question Cues:

list, define, tell, describe, identify, show, label, collect, examine,

tabulate, quote, name, who, when, where, etc.

Comprehension understanding information

grasp meaning

translate knowledge into new context

interpret facts, compare, contrast

order, group, infer causes

predict consequences

Question Cues:

summarize, describe, interpret, contrast, predict, associate,

distinguish, estimate, differentiate, discuss, extend

Application use information

use methods, concepts, theories in new situations

solve problems using required skills or knowledge

Questions Cues:

apply, demonstrate, calculate, complete, illustrate, show, solve,

examine, modify, relate, change, classify, experiment, discover

Analysis seeing patterns

organization of parts

recognition of hidden meanings

identification of components

Question Cues:

analyze, separate, order, explain, connect, classify, arrange, divide,

compare, select, explain, infer

Synthesis use old ideas to create new ones

generalize from given facts

relate knowledge from several areas

predict, draw conclusions

Question Cues:

combine, integrate, modify, rearrange, substitute, plan, create,

design, invent, what if?, compose, formulate, prepare, generalize,

rewrite


Evaluation compare and discriminate between ideas

assess value of theories, presentations

make choices based on reasoned argument

verify value of evidence

recognize subjectivity

Question Cues

assess, decide, rank, grade, test, measure, recommend, convince,

select, judge, explain, discriminate, support, conclude, compare,

summarize

* From Benjamin S. Bloom Taxonomy of educational objectives.

Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education.

Adapted by permission of the publisher.

Make sure to include an answer key and marking guide for your quiz.

Quiz Creation Marking GuideCriteria Yes (1) No (0)

The students had a minimum requirement of 20 questions.The students had at least 3

different types of questions.The students created questions from all 3 sections of the text.

The students included a marking guide.

3 2 1Question Quality The questions asked

were clear and easy to understand. The

questions were valid with no irrelevant

information.

The questions were generally clear and easy to understand, although some work is needed. Most information was

valid, minimal irrelevant information asked.

The questions were confusing or unclear. Some information is

valid, most information was irrelevant. Work is needed to find the key points and information

from your source.Answer Key A clear, thorough and

comprehensive answer key was provided. Very

user friendly.

A clear and comprehensive answer

key was provided. User friendly.

Answer key not provided, or it is not

clear. Needs work to be user friendly.

(Due:________) (25 marks) (Notes 10/ Quiz 15)

3. After learning about Keynes and Hayek, and their economic theories, it is time to apply this theory to Canada.


Research one of the following Canadian Social Programs:

Equalization Payments AISHEmployment Insurance Health InsuranceWelfare Social InsuranceEducation

Write a paragraph explaining how a Keynesian theorist would view the program compared with a supporter of Hayek. Your explanation should focus on the role of government in providing or supporting the program. Provide a Bibliography, using APA format, to reference your research.

Research, Writing Skills and Bibliography = 5 marksUnderstanding of Theory = 5 marksExplanation = 5 marks

Due Date: ____________ Marks: _________/15

4. Create two mind maps (concept webs) that shows key character traits of Romeo and Juliet. Provide evidence from the play that supports your choices. (15 marks) (Due: ________)

5. Complete a personal journal on the following topics (connect your personal response to events in Romeo and Juliet):

“Being a teenager can be difficult”. “The worst decisions I have ever made.” Your journals should be about two pages double spaced each. (20 marks) (Due: ____________)

6. Visually, have the movie/movies captured the mood and atmosphere of the play? Include specific references to the movie. (15 marks)

7. 1 page (½ page for each statement) (15 marks) (Due: ________)

Using evidence from the play, complete TWO of the following statements: 1. I believe that Juliet has/has not changed since the beginning of the play because…2. The friar’s plan for Juliet is/is not likely to succeed because…3. I would/would not consider doing what Juliet decides to do because…4. When Juliet is discovered “dead,” I felt… because…5. What I’ve discovered thus far about Juliet is…

8. Critical Analysis Essay. (See the marking rubric from your previous essay. Make sure that you carefully review the feedback from the last essay before starting to


write this assignment.) (As well I will provide some exemplars of essays to analyse prior to you writing this essay).

Discuss the idea(s) developed by the text creator in your chosen text about the interplay between fear and foresight when individuals make life altering choices. (35 marks) (Due:______)

9. Complete a personal reflection on the mission. Details will be given in class. (Date Due ______________)

Team Duties: (Make Sure that All Individual Assignments are Completed so that you can get Team Marks!)

10.Prepare a presentation on the following current events issues. Your presentation should provide an answer to the question posed by exploring both sides to the issue and then coming to a conclusion based on evidence. Your presentation will be videotaped so that your team can watch it. Your team will be evaluating its performance based on the rubric proved in class.

“Are the Olympics an example of a demonstration of nationalism or a great example of globalization?”

Use the current as well as past Olympics to support your team’s argument. Find an effective way to present your findings. (15 marks) (Due: _________)

11. Recognize the interdependencies between politics, economics, the environment and globalization in the pursuit of sustainable prosperity?


Create a Handout or PowerPoint Presentation that could be used to teach these concepts to the class, in an easy and concise way. The Gold StandardAnd The World Bank and International Monetary Fund

Try to make this as INTERESTING to teenagers as possible.

You will need to read:p. 209-211 on the Gold Standard p. 211 on the World Bank and IMFOn-line research from an accredited source for further understanding (Due: _______) (15 marks)

12. Song Lyrics Find a song that your team thinks relates to Romeo and Juliet. It can be a song about love, hate, enemies, etc. Present your analysis to the class. Part of your presentation should include playing part or all of the song. Your team needs to determine how to most effectively present your analysis. (15 marks) (Due: ________)

13. Obituary (15 marks) (Due: _______________)Write the obituaries for Romeo and Juliet. Include how old they were, their home town, how and where they met, what happened between them, their deaths, the results of their deaths, etc.

14. Evaluation: Evaluate your team’s performance for this mission. (5 marks) (Date Due ______________)

15. Create a bibliography that documents all the sources you used in team duties. Remember to follow the rules that you reviewed in the Training mission) (5 marks) Date Due ___________________)

TEAMS FOR THIS MISSIONTeam Name

#1 Members

#1Nicole

#2Steffane


#3Katherine

#4Jessica

#5Glen

#6.Ashten

Team Name

#2 Members

#1Jayme

#2Maddy

#3Dylan

#4Jasper

Team Name

#3 Members

#1Karl

#2Tessa

#3Michelle

#4Harm

#5Sammi

#6 Naomi

Team Name

#4 Members

#1Michael

#2Marrit

#3Alyssa


#4Matt

Team Name

#5 Members

#1Morgan

#2Kirsten

#3Ashley

#4Chritina

#5Lindsay

Team Name

#6 Members

#1Caitlyn

#2Kaylee

#3Angela

#4Cheyenne

Team Name

#7 Members

#1 Julia

# 2Ashleigh D.

#3 Shelby

#4 Breanna


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Third Diplomaticposting