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Third Diplomaticposting

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Third Diplomaticposting

  1. 1. Third Diplomatic Mission: Humanities 10-1C. Uhrbachwww.humanities10-1.ning.com<br />GlobalizationEmergent IssuesIndividual and Collective ResponsesHistorical GlobalizationIndigenous PeoplesNon-Indigenous PeoplesProsperityAboriginal FrancophoneHuman RightsQuality of LifeContinuityCivic ResponseCollective ResponseMultiple PerspectivesIdentitySustainable ProsperityLegacy<br />Note: All Individual Duties must be completed before diplomats will receive credit for their team duties!!<br />220472022860<br /> RELATED ISSUE: #3 To what extent does globalization contribute to sustainable prosperity for all people?<br />GENERAL OUTCOME: To be able to assess economic, environmental and contemporary impacts of globalization.<br />ENDURING UNDERSTANDINGS: (Rocks)<br />To What Extent Do I…<br />Demonstrate appreciation for the impacts of globalization on people, the economy and the environment?<br />Understand populations’ and governments’ actions in regards to the environment?<br />Appreciate the varying viewpoints of people who hold different positions on political, economic, environmental and global issues?<br />Recognize the interdependencies between politics, economics, the environment and globalization in the pursuit of sustainable prosperity?<br />Show awareness of the factors that have contributed to the increase in globalization since WWII?<br />1892300-431800<br />Third Diplomatic Mission: Humanities 10-1<br />Individual Duties:<br />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)<br /><ul><li>Show awareness of the factors that have contributed to the increase in globalization since WWII?
  2. 2. Using your textbook as your source, create an effective set of notes and a quiz based on the following readings:</li></ul>Remember to make notes that effectively represent your learning style. Indicate the important vocab. In your notes,Free Market p. 212-213<br />Free Trade p. 217-221<br />Trading Blocks p. 251-256<br />Create a quiz based on the information found in these pages.<br />You need 20 questions. These can be MC, short answer, long answer, fill in the blank, T/F, etc…<br />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:<br /> 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. CompetenceSkills DemonstratedKnowledge 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. Comprehensionunderstanding 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 Applicationuse 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 Analysisseeing 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 Synthesisuse 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 Evaluationcompare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cuesassess, 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. <br />Make sure to include an answer key and marking guide for your quiz.<br />Quiz Creation Marking Guide<br />CriteriaYes (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.<br />321Question QualityThe 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 KeyA 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.<br />(Due:________) (25 marks) (Notes 10/ Quiz 15)<br /> <br /><ul><li>After learning about Keynes and Hayek, and their economic theories, it is time to apply this theory to Canada.</li></ul>Research one of the following Canadian Social Programs:<br /> Equalization PaymentsAISH<br />Employment InsuranceHealth Insurance<br />WelfareSocial Insurance<br />Education<br />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. <br />Research, Writing Skills and Bibliography = 5 marks<br />Understanding of Theory = 5 marks<br />Explanation = 5 marks<br /> <br />Due Date: ____________ Marks: _________/15<br /><ul><li>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: ________)</li></ul>Complete a personal journal on the following topics (connect your personal response to events in Romeo and Juliet): <br />“Being a teenager can be difficult”. <br />“The worst decisions I have ever made.” <br />Your journals should be about two pages double spaced each. (20 marks) (Due: ____________)<br />Visually, have the movie/movies captured the mood and atmosphere of the play? Include specific references to the movie. (15 marks)<br /> <br /><ul><li>1 page (½ page for each statement) (15 marks) (Due: ________)</li></ul>Using evidence from the play, complete TWO of the following statements: <br />I believe that Juliet has/has not changed since the beginning of the play because…<br />The friar’s plan for Juliet is/is not likely to succeed because…<br />I would/would not consider doing what Juliet decides to do because…<br />When Juliet is discovered “dead,” I felt… because…<br />What I’ve discovered thus far about Juliet is…<br /><ul><li>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).</li></ul>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:______)<br /><ul><li>Complete a personal reflection on the mission. Details will be given in class. (Date Due ______________)</li></ul>Team Duties: (Make Sure that All Individual Assignments are Completed so that you can get Team Marks!)<br /> <br />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. <br />“Are the Olympics an example of a demonstration of nationalism or a great example of globalization?”<br /> 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: _________)<br /><ul><li>Recognize the interdependencies between politics, economics, the environment and globalization in the pursuit of sustainable prosperity?</li></ul>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 Standard<br />And The World Bank and International Monetary Fund<br />Try to make this as INTERESTING to teenagers as possible. <br />You will need to read:<br />p. 209-211 on the Gold Standard <br />p. 211 on the World Bank and IMF<br />On-line research from an accredited source for further understanding<br /> <br /> (Due: _______) (15 marks)<br />12.Song Lyrics <br />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: ________) <br />13.Obituary (15 marks) (Due: _______________)<br />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. <br />Evaluation: Evaluate your team’s performance for this mission. (5 marks) (Date Due ______________) <br />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 ___________________)<br /> <br />TEAMS FOR THIS MISSION<br />Team Name#1 Members#1Nicole #2Steffane #3Katherine#4Jessica#5Glen#6.Ashten<br />Team Name#2 Members#1Jayme#2Maddy#3Dylan#4Jasper <br />Team Name#3 Members#1Karl#2Tessa#3Michelle#4Harm#5Sammi#6 Naomi<br />Team Name#4 Members#1Michael #2Marrit#3Alyssa#4Matt<br />Team Name#5 Members#1Morgan #2Kirsten#3Ashley#4Chritina#5Lindsay<br />Team Name#6 Members#1Caitlyn#2Kaylee#3Angela#4Cheyenne<br />Team Name#7 Members#1 Julia# 2Ashleigh D.#3 Shelby#4 Breanna<br /> <br />

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