Western Civilization: Development of the Twentieth Century
Portfolio Entry 5: Simulation-Application—African Nations, International Development, and World
Bank Aid Proposal
This portfolio entry is a part of the assessment for Unit VIII “Nation Building in Africa and International
Stability.”
Objective
1. Present the
country’s fact
summation
with clarity
and in an
engaging,
analytical
manner by
converting
facts gathered
in research to
a one-page,
readable
document
that includes
all of the
required
elements—
location,
geography,
population,
economy, and
resources.
2. Present the
country’s
history
accurately in
a one-page
document
with a clear
analysis, i.e.,
educated
guesses
regarding the
significance
of the leaders
lives, the
country’s idea
base, or
problems.
Beginning
1
The
summation is
incomplete
and not all of
the required
elements are
included, i.e.,
the
summation is
short of
factual
information
showing little
research was
done.
Developing
2
The summation
contains all of the
required elements:
The history of
the country is
incomplete; it
does not
contain all
required
elements.
The history of the
country is
incomplete, but at
least three of the
elements are
presented.
a. colonial
power
b. key leaders
c. idea base
d. problems
a. location
b. geography
c. population
d. economy
e. resources
The summation is
short of factual
information.
a. colonial
power
b. key leaders
c. idea base
d. problems
Accomplished
Exemplary
3
4
The summation
contains all of
the required
elements:
The summation
contains all of
the required
elements:
a. location
b. geography
c. population
d. economy
e. resources
a. location
b. geography
c. population
d. economy
e. resources
The lists are
comprehensive,
and at least one
analytical
element is
explained to
the reader.
The lists are
comprehensive,
and they are set
up in an
analytical,
engaging
format that is
easy for the
reader to use to
access
information.
The history of
the country is
complete; all
four elements
are presented.
The history of
the country is
complete; all
four elements
are presented.
a. colonial
power
b. key leaders
c. idea base
d. problems
a. colonial
power
b. key leaders
c. idea base
d. problems
At least one
analytical
conclusion is
explained to
the reader.
At least two
analytical
conclusions are
explained
clearly to the
reader.
Score
3. Express a
thesis to a
listener in an
engaging,
persuasive
manner.
The oral
presentation
contains at
least one of
the required
elements.
a. the causes
of the
country’s
problems
The oral
presentation
contains both of the
required elements.
a. the causes of the
country’s problems
AND
b. the type of aid
needed
OR
b. the aid
needed by the
country
The speech lacks a
defense/explanation
of why the country
needs or deserves
the aid.
The oral
presentation
contains both
of the required
elements.
The oral
presentation
contains both
of the required
elements.
a. the causes of
the country’s
problems
a. the causes of
the country’s
problems
AND
AND
b. the type of
aid needed
b. the type of
aid needed.
The speech
includes the
illustration and
a defense/
explanation of
why the
country needs
or deserves the
aid.
The speech
includes the
illustration,
and it contains
an engaging
defense of a
clear thesis
using specific
evidence to
explain why
the country
needs or
deserves the
aid.
Parameters for Portfolio Assessment 5: Simulation and Application
1. This assessment may be assigned to the students in groups of two. If the teacher assigns this
project as a partnership, the teacher is expected to give one of the students in each group
primary responsibility for the geography element and one student primary responsibility for
the history element. The quality of each student’s one-page summation document will be
recorded on the appropriate line of the IGPro Skills Assessment Report and the other line for
that student will be blank.
2. The third element of the assignment--the speech, the illustration, and the debate—is to be
assessed for the ECA as a group if the teacher uses the partnership approach.
3. For the purposes of this assessment the term analytical refers to the student’s taking a set of
facts and explaining the significance of the facts or explaining cause and effect, i.e., describing
the actions or decisions that created the set of geographic or historical facts.
4. Each teacher will arrange to have an outside adult judge serve as the representative of the
World Bank. School administrators, district administrators, school board members, or
community leaders may be asked to serve as judges.
5. At least part of this assessment could be used during the final exam period.
6. The attached assignment for this “Simulation-Application” is an example; classroom teachers
may change the format as they see fit as long as each of the three elements of the rubric are
assessed.