Politics+-+International+Conflict+Resolution

=​ = = International Conflict Resolution =



=It's finally over!!!!=

Unit Files:




 * Enduring Understandings:**
 * ICV.02** • describe the main ways in which sovereign states and non-state participants cooperate and deal with international conflicts;
 * PIV.02** • develop supportable conclusions about political events, issues, and trends and their relationships to social, economic, and cultural systems;
 * PIV.03** • communicate knowledge, beliefs, and interpretations of politics and citizenship, using a variety of formats;

=Table of Contents:=

10. Unit Calendar
=1. Group Members:=  Kelly Santos - Assistant Planning Manager Derek Smith - Research Manager James Taylor - Assessment & Evaluation Manager Nathan Struk - Presentation Manager**
 * Kevin Roche - Planning Manager

=2. List of Files:=


 * Project 1: Unit Overview (Graphic Organizer) (1 page)**



**
 * Project 2: Unit Description (Rationale and Design Process) (1 page)

- Evidence of Unit Design for Jan. 29. - This is the template for the Unit Assessment Plan.
 * Project 3: Unit Overview and Unit Assessment & Evaluation Plan**

- uploaded February 2. - Final Rubric updated Feb 10
 * Project 4: Culminating Activity**

- ** Important! - Please use this template as a starting ground for your Activity.**
 * Project 5: Sample Activity Plans**



- **Nathan's Research Into Practice** **-Kelly's Research Into Practice**
 * Research into Practice**

This is not fully complete because I find it too confusing. Overview of our presentation plan. Here is a generic hand-out for the activity. I've decided to split it up into N. America, S. America, Europe, Africa, Asia, and Oceania. We'll just write out the region after "Your table:" on the hand-out. Here is the cover and backside of our brochure. The front will be the Unit Overview of course. I'm sure some tinkering will want to be done to it. Go nuts.
 * Other files**



Here is the final draft of my activity. My 2-page Research Into Practice part is included at the end (last 3 pages).

=3. Notices:=

= =

Important Dates:

 * Feb 9th: All activities and parts of the unit** __**must**__ **be handed into your Planning Manager. The planning team has to start putting the unit together and print everything out. If you have a problem handing it in on that day please tell contact your planning team with enough notice.**

=4. List of Expectations=

[[file:International Conflict Resolution - Coded Expectations.pdf]]
=5. List of Projects=

Project 2: Unit Description (Rationale and Design Process) (1 page) Project 3: Unit Overview and Unit Assessment & Evaluation Plan Project 4: Culminating Activity Project 5: Sample Activity Plans Project 6: Works Cited Annotation**
 * Project 1: Unit Overview (Graphic Organizer) (1 page)

=6. List of Manager Expectations=

- The one who organizes everyone, and keeps everyone on task – the clarifier - They are the one who get it together and hand it in on time-printed/right form etc. - Book B pg. 2- Jan 29th – the checklist needs to be completed- Feb 5th – no class but groups should meet - Feb 9th – everything should be completed so planning manager can make copies (2 for Bernie, one for others?) - Many things need to be written: - E.I.F. organizer - Unit rationale - Group process (how we functioned –e.g. in Book C) - ADD ALL TO WIKI B/C THAT’S WHAT BERNIE IS USING TO MONITOR US - Book A pg. 4 & 5 go over as Planning Manager
 * PLANNING and ASSISTANT PLANNING MANAGER**

- Find out what’s already out there for the rest of the group - Look for resources (in the library etc.) - POST EVERYTHING - Profiles are a great start - Consistency with sourcing - Referring to resources (3 for kids, 3 for teachers, 3 websites) are all needed (9) to be annotated and its our job to make sure that everyone knows how to do that Book A pg 5 at the top (where it describes the unit) - 9 sources per activity YES but can include everything to the lesson eg. Maybe you read an article that gives you a strategy for DI (you include this as a source for teachers) or if you use something from think literacy etc. because it all helps
 * RESEARCH MANAGER**

- Make sure all expectations are addressed in Unit- Understands how group & individuals are going to be assessed & evaluated, therefore, make sure rubrics are covered and included - Make sure same tools aren’t being utilized over and over - Make sure all info is inputted in the same way (especially with referencing) - Book C pg 7 (chart) its our job to put the chart in the unit design – the example here is a good one, because it shows a variety of tools to work with, not only one style - Unit or individual rubrics with all areas – we need to remind people of each area of evaluation and keep people focused
 * EVALUATION MANAGER**

- Responsible for presentation and hand-out - Works closely with Research Manager
 * PRESENTATION MANAGER**

=7. Culminating Activity Information=

Model United Nations
The Culminating Activity will consist of two major components: a) Performance-based b) Written-based
 * Position paper
 * Reflection paper

To prepare students for the culminating activity, the unit will consist of six activities:
 * Activity 1: Kelly Santos
 * Activity 2: Derek Smith
 * Activity 3: James Taylor
 * Activity 4: Kevin Roche
 * Activity 5: Nathan Struk
 * Culminating Activity: Group

=8. Unit Checklist=


 * 1. Completion of Organizers**
 * 2. Expectations, learning activites and assessment strategies are congruent**
 * 3. Higher order skills are developed that support success in the Culminating Activity**
 * 4. Variety of Learning Strategies**
 * 5. Culminating Activity meets GRASP test and appears to be interesting and challenging for learners**
 * 6. Variety of assessment strategies created to help students**
 * 7. Unit has coherence**
 * 8. Physical layout of Unit/Presentation:** a) Tabs, colour, b) makes for ease of use by reader
 * 9. Learning activities have some creativity, variety and skills and link to Culminating Activity**

=9. Research into Practice=

Each member of the design team will select an instructional focus for their activity. Review two quality refernces in relation to the selected focus that the activity designer plans to infuse into the Politics activities that are being developed for th eunit. The review should consider: "What are the implications for student learning of this focus? Highlight the key findings and the refernces consulted. Sould the selected atrciles properly.These reviews will be part of an appendix at the end of the unit.


 * 1.** Infusing "media literacy" in the classroom.
 * 2.** Infusing "creative controversy" in the classroom.
 * 3.** Infusing "current events" in the classroom.
 * 4.** Infusing "simulations" in the classroom.
 * 5.** Infusing "cooperative learning" in the classroom.

=10. Unit Calendar=

// **Please adjust, change and update as you progress in your activity.** // **//This is just for use as a guideline, so don't feel constrained if your activity will run for 3 or 4 days, instead of 2.

Make sure you are evaluating your OEs!//**

Introduction to conflict Infusing: Cooperative Learning ** **Critical Challenge/Question: _ _ _**
 * **1**
 * Kelly

a) Intro to CA b) Unit hook c) Taking a Position d) Debate e) Journal f) Research into Practice
 * Steps:**

Kelly's Activity** || **3** Activity: Researching Skills Infusing: Media Literacy Critical Challenge/Question: What role does perspective play in how we, or countries, view political issues?**
 * OEs** - ICV.01, PIV. 03,
 * SEs** - VB2. 03, PI1.01, PI1.03, PI3.01, PI3.02 || **2.
 * Derek

b) Position Paper c) Media Literacy d) Research into Practice **
 * Steps:**
 * a) Literacy

Activity: The Balkan War and Conflict Resolution Infusing: Enquiry** **Critical Challenge/Question: Was the UN a significant and effective force for resolving the conflict in the former Yugoslavia?**
 * OEs** - PIV.01, PIV.02, PIV.03
 * SEs** - PI1.03, PI1.04, PI2.01, PI3.03 || **4**
 * Derek** || **5**
 * James

b) Assessment of outcomes / Current Conditions in Kosovo (//Current Events)// c) Class Discussion/Debate d) Opinion Paper e) Research into Practice
 * Steps:**
 * a) Historical background information for analysis of the critical question,

OEs- ICV.O2, VBV.01, PIV.03 SEs- IC2.01, IC2.04, VB2.02, PI3.01, PI3.03 ** || Activity: Rwanda (UN) Infusing: Controversial Issues ** **Critical Challenge/Question: What should the UN have done in Rwanda?
 * **6**
 * James (cont.)** || **7**
 * Kevin

Steps:** a) History of Rwandan conflict b) Reasons c) Resolution d) Roam and Exchange e) Research into Practice

Kevin (cont.) || **9. Nathan Afghanistan Infusing: Current Events Critical Challenge/Question: Is U.N. succeeding in Afghanistan?**
 * OEs** - VBV.01, ICV.02, PIV.02
 * SEs** - IC2.01, IC2.02, IC2.04, VB2.02 || 8.

a) Update on Afghanistan conflict b) Reasons c) Resolution d) Take a Position e) Research into Practice
 * Steps:**

Culminating Activity Activity: United Nations Simulation Infusing: Simulations Critical Challenge/Question: _ _ _**
 * OEs** - ICV.02, VBV.01, PIV.02
 * SEs** - IC3.01, IC2.03, IC2.04, IC3.03, VB2.04, PI2.01 || **10**
 * Nathan (cont.)** ||
 * **11

a) Debate b) Performance c) Communication d) Position Paper e) Research into Practice: Simulations || **12 Culminating Activity (cont.)** ||  ||   ||   || OEs covered: **
 * Steps:**
 * ** Activities

ICV.01 ICV.02 X 2

VBV.01 X 2

PIV.01 PIV.02 X 3 PIV.03 X 2

SEs covered: **
 * Total: 6 ** || ** Activities

IC2.01 IC2.02 IC2.03 IC2.04 X 2 IC3.01 IC3.03

VB2.02 VB2.03 VB2.04

PI1.01 PI1.03 X 2 PI1.04 PI2.01 X 2 PI3.01 PI3.02 PI3.03 PI4.01

OEs covered: ** ||  ||   ||
 * Total: 17 ** || ** Culminating Activity

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