Politics+-+International+Decision-Making

Make sure that you are in contact with your group. Go to Notify Me above. Make sure "to this page only" is highlighted or else you will get messages from the whole class. Check page edits and page discussion. Update checked. Your first task is cut and paste the list of expectations that will make up your Unit. You can cut and paste expectations. I will post these on our First Class site this weekend.Type in the content of your page here.

Hey guys...the online course profile for our course has changed somewhat so I added the overall expectations that we came up with in class but some of the wording is updated and slightly different. Let me know what version you want to go with. Here's where I got the expectations: []Dominic

Hello all i will be using Red to assign Expectations to my Activity: Dominic's will be in Blue
 * __Overall expectations:__**

**POV.03** · evaluate Canada’s role and influence in international relations; (Enduring) Dominic
 * ICV.03** · evaluate the role of Canada and Canadians in the international community;(Enduring)(Sabrina)
 * ICV.04** · describe the structure and function of international intergovernmental and non-governmental organizations;(Enduring) (Eitan)

**VB.03** · Compare the aspirations, expectations and life conditions of people in developed and developing nations; (Enduring)( Dan )


 * PIV.01** Use methods of political science inquiry to locate, gather, evaluate, and synthesize information. (Important)(Sabrina)
 * PIV.02** · Analyse information gathered about political events, issues and trends according to fundamental principles of political interpretation and analysis ;(Enduring) (Eitan)
 * PIV.03** · communicate knowledge, opinions and interpretations about events, issues and trends relating to politics and citizenship, using a variety of forms of communication;(Enduring) Dominic, ( Dan ), Sabrina

__**Specific Expectations**__:

IC3.01 - explain the types of commitments made by Canada to other nations or to international or extranational organizations (e.g. membership in the Commonwealth of Nations, la Francophonie, or the North Atlantic Treaty Organization; participation in the United Nations and in peacekeeping missions)(Famliar)

IC3.02 - evaluate the extent to which key agreements and treaties signed by Canada(e.g. NAFTA, Comprehensive Test Ban Treaty (CTBT) contribute to the well-being of Canadians and the world in general(Familiar) ( Dan )

IC4.03 - evaluate the effectiveness of selected international organizations (e.g. Organization of the Petroleum Exporting Countries (OPEC), Non-aligned Conference, Arab League, World Bank) in meeting their stated objectives. (Important) (Eitan)

PO3.02 - describe the types of influence exerted by other nations and groups on Canada and Canadians. (Enduring)

PO3.03 - evaluate the nature and quality of Canada's influence within selected world and regional organizations (e.g. United Nations, International Olympic Committee, Organization of American States, Group of Eight (G8), la Francophonie).(Important) (Eitan)

VB3.03 - analyze the main differences between the social beliefs and ideologies in developed and developing countries (e.g. individual and community property ownership, various degrees of state ownership of production, interparty democracy and intra-party democracy, public programs and privatization)(Familiar) ( Dan )

PI1.01 - use methods of political science inquiry to locate, gather, evaluate, and synthesize information(Familiar) Dominic

PI1.02 - conduct research by selecting and using a variety of relevant and reliable primary and secondary sources (e.g. written, visual, oral, and electronic) that present a range of perspectives(Enduring) Dominic

PI1.03 - evaluate the credibility of published and Internet sources and information (e.g. by considering the authority, imparitatlity and expertise of the source and checking the information for accuracy, logical errors, underlying assumptions, prejudice, and bias)(Enduring) ( Dan )

PI1.04 - organize research and information using a variety of methods and forms (e.g. note taking, graphs, charts, organizers, time lines, diagrams, tables)(Important) ( Dan )

PI2.02 - provide interpretations of political events from different perspectives (e.g. gender, cultural, economic)(Important) (Eitan)

PI2.03 - make inferences and draw conclusions, based on analysis of data and application of political theories, about political events, issues, and trends and their relationship to social, economic, and cultural systems.(Familiar) Dominic ( Dan )

PI3.01 - express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purrposes, using a variety of styles and froms (e.g. role plays, interviews, simulations, debates, group presentations, seminars, reports, essays)(Important) (Eitan)

PI3.02 - use an accepted form of documentation (e.g. footnotes, endnotes or author-date citations; bibliographies or reference lists) to acknowledge all sources of information, including electronic sources(Important) Dominic

PI3.03 - use appropriate terminology to communicate political concepts, opinions and arguments.(familiar)

//PO3.02 describe the types of influence exerted by other nations and groups on Canada and Canadians//(Important)

Culminating Activity Document (so far):

**International Decision Making: Culminating Activity - The G8 Summit Simulation** · PIV.01 Use methods of political science inquiry to locate, gather, evaluate, and synthesize information(Enduring) · PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis.(Enduring) (Eitan) · PIV.03 communicate knowledge, opinions, and interpretations about events, issues and trends relating to politics and citizenship, using a variety of forms of communication.(Enduring) //POV.03 – Evaluate Canada’s role and influence in international relations// (Enduring) · ICV.03 Evaluate the role of Canada and Canadians in the international community. (Enduring) · ICV.04 Describe the structure and function of international intergovernmental and non-governmental organizations(Enduring) (Eitan) · VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing nations.(Enduring)
 * Overall Expectations**

· Can use a variety of creative mediums to articulate the perspective of an NGO or an individual citizen. This might include a detailed banner, materials for an activist group website, a political blog entry, a speech or rant, and so on. A proposal for activist presentations must be approved by the teacher at least 2 weeks prior to the G8 Summit simulation. · Will participate in a G8 Summit simulation. This requires the student to fully engage other heads of state in a discussion about the chosen issue. Students will represent the interests and priorities of their country, while attempting to reach a consensus agreement with other G8 leaders. · Will provide either an impartial or editorialized account of the G8 Summit Simulation. This can either take the form of a taped video report (to be played for the class) or a live “broadcast.”
 * Task**
 * 1) The class with decide which issue of global significance will be examined during the culminating activity (e.g. global terrorism, climate change, African development).
 * 2) Each student will be placed into groups based on which G8 country they choose.
 * 3) Within each group of 3 students studying each country, students will choose one role:
 * 4) Head of State (e.g. President, Prime Ministers, etc.)
 * 5) Activist
 * 6) Journalist
 * 7) As a group, you will research the priorities and positions of your country. Each member of the group will hand in a 2 page summary of their research, in addition to a bibliography (following the format covered in class).
 * 8) Each student will present their research to the class. The format of this presentation will differ based on what role the student has taken on.
 * Simulation Expectations** (simulation role descriptions):
 * 1) Activist
 * 1) Head of State
 * 1) Journalist


 * Evaluation** – see rubric attached


 * Rubric for Written Research Summary **
 * **Criteria** ||  || **Level 4** || **Level 3** || **Level 2** || **Level 1** ||
 * **Knowledge/Understanding**

VB3.03 Analyse the main differences between the social beliefs and ideologies in developed and developing countries.

PI3.02 Use an accepted form of documentation (e.g. bibliography) to acknowledge all sources of information. ||  || o The difference between social beliefs in developed and developing countries has been analyzed with a high degree of detail.

o Bibliography acknowledges all sources of information.

10 9.5 9.0 8.5 8.1 || o The difference between social beliefs in developed and developing countries has been analyzed in considerable detail.

o Bibliography acknowledges most sources of information.

7.8 7.4 7.1 || o The difference between social beliefs in developed and developing countries has been analyzed in some detail.

o Bibliography acknowledges some sources of information.

6.8 6.4 6.1 || o The difference between social beliefs in developed and developing countries has been analyzed in poor detail.

o Bibliography acknowledges limited and improper use of information.

5.8 5.5 5.1 ||
 * **Thinking/Inquiry**

PI1.02 conduct research by selecting and using a variety of relevant and reliable primary and secondary sources that present a range of perspectives

PI2.03 make inferences and draw conclusions, based on analysis of data and application of political theories, about political events, issues, and trends and their relationship to social, economic, and cultural systems. ||  || o A variety of relevant and reliable sources are used to research and present a range of perspectives in detail.

o Political theories and data are used to make accurate and insightful inferences and conclusions.

10 9.5 9.0 8.5 8.1 || o A variety of relevant and reliable sources are used to research and present a range of perspectives in considerable detail.

o Political theories and data are used to make accurate inferences and conclusions.

7.8 7.4 7.1 || o A variety of relevant and reliable sources are used to research and present a range of perspectives in some detail.

o Political theories and data are used to make somewhat accurate inferences and conclusions.

6.8 6.4 6.1 || o A variety of relevant and reliable sources are used to research and present only one perspective.

o Political theories and data are poorly used to make inferences and conclusions.

5.8 5.5 5.1 ||


 * Rubric for Simulation Component **


 * **Criteria** ||  || **Level 4** || **Level 3** || **Level 2** || **Level 1** ||
 * **Communication**

PI3.01 express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms

PI3.03 use appropriate terminology to communicate political concepts, opinions and arguments. ||  || o Expresses ideas and arguments during simulation with high degree of effectiveness

o Uses terms and concepts to articulate ideas and arguments during simulation with high degree of effectiveness.

10 9.5 9.0 8.5 8.1 || o Expresses ideas and arguments during simulation with considerable effectiveness

o Uses terms and concepts to articulate ideas and arguments during simulation with considerable effectiveness.

7.8 7.4 7.1 || o Expresses ideas and arguments during simulation with some effectiveness

o Uses terms and concepts to articulate ideas and arguments during simulation with some effectiveness.

6.8 6.4 6.1 || o Expresses ideas and arguments during simulation with limited effectiveness

o Uses terms and concepts to articulate ideas and arguments during simulation with limited effectiveness.

5.8 5.5 5.1 ||
 * **Application**

PI1.04 organize research and information using a variety of methods and forms (e.g. graphs, charts, diagrams, tables) ||  || o Research has been organized using a chosen method of delivery with high degree of effectiveness.

10 9.5 9.0 8.5 8.1 || o Research has been organized using a chosen method of delivery with considerable effectiveness.

7.8 7.4 7.1 || o Research has been organized using a chosen method of delivery with some effectiveness.

6.8 6.4 6.1 || o Research has been organized using a chosen method of delivery with limited effectiveness

5.8 5.5 5.1 ||


 * Just a quick note on the Rubric. I think the format is good and that is does not need to be changed but we should wait for Bernie's approval before finalizing it.
 * Final Evaluation**


 * **K/U** || **A** || **T/I** || **C** ||

The NEXT STEPS: These are the notes Sabrina took from last class regarding the different manager roles and the different themes and topics we are each covering. I think everyone can start researching their topics and we can confirm that our rubric and CA are acceptable during class on Friday. That way everyone can have gotten started prior to our group meeting on Tuesday.(the MLA format website is...http://www.palomar.edu/dsps/actc/mla/mlainternet.html.

**__POLS__ TUES. JAN. 19TH, 2010**

__AGENDA:__ __UNIT: International Decision-Making__ INTRODUCTION (1 lesson) -20mins spent on introducing the C.A. -Good portion of the lesson with the mental set THEORY (4 classes) -Realism/Liberalism and Constructivism (with potentially touching on a few others) Dominic INSTITUTIONS (4 classes) Eitan -G8 -UN -Regional -Non-state TOPICS: 1. ENVIRONMENTAL/CLIMATE Sabrina 2. GLOBAL HEALTH (WFP-World Food Program) Sabrina 3. DEVELOPMENT/ECONOMICS (fair trade/free-trade/embargos etc.) Dan 4. GLOBAL TERRORISM/SECURITY/MILITARY Dan
 * 1) Complete C.A. Rubric
 * 2) Breakdown Unit Info – Worksheet # 2
 * 3) Topics
 * 4) Skills
 * 5) Research to Practice
 * 6) Activity Template
 * 7) Manager Meetings

__PLANNING MANAGER__ - 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: o E.I.F. organizer o Unit rationale o 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

__EVALUATION 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

__RESEARCH 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

__PRESENTATION MANAGER__ - NEXT CLASS

UPDATE: RESEARCH INTO PRACTICE: 1. Infusing Differentiated instruction (sabrina) 2. Infusing Media literacy (Dan) 3. Infusing Web Quest & Technology (Domique) 4. Infusing current Events (Eitan)

CA Skills being Taught in each Activity: Introduction; Time 75min 1. Activity 1 Theory: Teaching bibliography skill MLA format (matching research into practice Infusing Web Quest & Technology) time: 300min 2. Activity 2 Institutions: Teaching role playing (matching research into practice: Infusing current events) Time 300min 3. Activity 3: Environment/Climate Change/Global health: teaching summary writing (matching research into practice: Infusing differentiated instruction) Time 300min 4. Activity 4: Development/Economics/Terrorism: Teaching Valid research sources)(matching research into practice: Infusing Media Literacy) time 300min 5. Culminating Activity: Time 225min

Hi all I just wanted to provide a brief outline of my activity and I have made selections about my OE's and SE's for the activity in the wiki. I will be using role playing techniques to have students learn about non governmental organizations (specifically, G8, UN, NAFTA and NGO's) and have students teach each other about these institutions. Then we will analyzing current events articles and discuss current issues impacting each of the organizations. I plan to include a variety of formative assesments (including, in class debates, letter writing(letter to the editor on current event article) group article analysis, and personal reflections) If this overlaps with anyone else just let me know and I am open to modifying it. hopefully this will cover my part of the CA required skills. Thanks see you all tuesday am.

=** Formative Assessment Plan for **=
 * Course Work **


 * Unit _ ** : **Title** _
 * ** Task/Topic ** || ** Achievement Chart Focus ** || ** Strategies ** || ** Tools ** |||| ** Assessor (P/S/ T) ** ||
 * ==Summative Performance Tasks== ||
 * ||  ||   || Rubric |||| teacher ||
 * ||  ||   || Rubric |||| Teacher ||
 * **Formative performance tasks**

||
 * 1. ||  ||   ||||   ||   ||