Name:
Social Studies 20
International Cooperation (Major Assignment)
To what extent should we embrace internationalism?
At the end of the activity, you should be able to:






(you will be evaluated on these skills)
Discuss various current issues that may require international cooperation
Research information on a specific topic in order to establish your opinion
Explain the various reasons why nations do/do not work together
Defend your opinion on the value of nations working together
Verbally express your opinion in a debate
Express your opinion in a written response that includes examples to support your position, the use of key terms
from the unit, as well as recognition for opposing viewpoints
Your task is to develop a position regarding the key question, and use
appropriate evidence to support your position. In order to do this we will
break the assignment down into steps.
STEP ONE
 Researching the topic
o Your teacher will be giving each of you a specific topic to research; the teacher may also
provide you with some articles to help you with the research process.
 You will be evaluated on the quality of research – in other words, have you found
the most reliable sources of information.
 This will be demonstrated by properly citing the sources (creating a
bibliography) that the teacher can then check. The teacher will also be
observing you during the research process
 Your research notes will also be evaluated to see if you have recorded the
key information on the topic assigned – this information should be
organized in a way to help you with Step Two.
My bibliography
Source One
Name of creator or owner:
Title of Website:
URL address (website):
Date Created or Updated:
Date Visited (the date you looked at it):
Source Two
Name of creator or owner:
Title of Website:
URL address (website):
Date Created or Updated:
Date Visited (the date you looked at it):
Source Three
Name of creator or owner:
URL address (website):
Title of Website:
Date Created or Updated:
Date Visited (the date you looked at it):
STEP TWO
Name:
 Debate
o Your assigned topic has an opposing viewpoint that was researched by another group.
You will share the information you have found by debating the other group
 You will be evaluated on the quality of arguments and examples you bring up
during the debate
 All members of the group are expected to participate in the debate by
making at least one comment
 When the other groups are debating, you are expected to be making notes that
provide ideas and examples you will be able to use in Step Three
 You will be evaluated on the quality of notes you create during the other
debates; you should have at least 5 points for each debate (except your
own)
My Debate Arguments
My Notes Summarizing the Key Ideas of the Other Debates:
Debate topic:







Debate topic:





If there are more than three debates (your own, and two others) make notes on the back side of this page)
STEP THREE
Name:
*attach this sheet to your written assignment before you hand it in.

Written Assignment
o You now need to answer the key question: to what extent should we embrace
internationalism
 What does this question mean?
 How can you use the notes from your own research and the other debates to help
you answer this question?
 You will be evaluated on the quality of your written work:
o Strength of position taken
o Choice of examples used to support your position - including
examples from all of the debates
o Quality of writing (grammar, sentence structure)
Checklist
Have you:
 Made sure you clearly understand what you are supposed to be researching?
 Cited the sources you used (created an accurate bibliography?)
 Created clear notes to record the key information? (this can be done in point form or a web)
 Do you have an idea of what you are going to contribute to the debate?
 Did you write notes during the other debates so that you have some examples/ideas to use in
your written response?
 Have you figured out what your answer to the question is?
 What evidence (examples) are you going to use to support your answer?
o Remember you need to use examples from all of the debates.
Rubric
Exploration and
Analysis
/10
Defence of Position
/10
Communication
/5
Demonstration of
Class Knowledge
/10
Poor
Satisfactory
Student demonstrates minimal understanding
of various points or view and assigned task.
Analysis of key issue is minimal and/or
tangential
Student demonstrates acceptable
understanding of various points of view and
assigned task. Analysis of key issue is general
/ straightforward.
Excellent
Student demonstrates a perceptive
understanding of various points of view and
assigned task. Analysis of key issue is
thoughtful / thorough.
Defence of position is oversimplified and/or
contains questionable logic. Evidence is
superficial and may not always be relevant;
may contain significant errors. Student
demonstrates a confused, yet discernable
understanding of Social Studies knowledge.
Defence of position is based on one or more
adequate arguments. Evidence is relevant but
general and/or incompletely developed, and
may contain minor errors in content. Student
demonstrates an acceptable understanding of
Social Studies knowledge and assigned task.
Defence is based on one or more convincing,
logical arguments. Evidence is specific and
accurate and errors, if present, do not
detract. Student demonstrates a thorough
and perceptive understanding of Social
Studies knowledge and the assigned task.
Writing is uneven and/or incomplete.
Vocabulary is imprecise and/or
inappropriate. Writing demonstrates a
faltering control of sentence structure,
grammar. Errors hinder communication.
Writing is generally clear and functionally
organized. Vocabulary is adequate. Writing
demonstrates basic control of sentence
construction, grammar and mechanics; errors
do not seriously interfere with
communication
Writing is fluent and purposefully organized.
Vocabulary is precise and effective. Confident
control of sentence structure, grammar and
mechanics. Errors if present are
inconsequential.
The student demonstrates a lack of
comprehension. The use of examples from
the text or class notes is lacking
The student demonstrates a level of
understanding that is basic and acceptable.
The use of examples from the text or class
notes is satisfactory
The student demonstrates a level of
understanding that is internalized and
complex. The use of examples from the text
or class notes is exceptional
Teacher Lesson Planning
Intro Hook
 5 min. video introducing concepts of nationalism and internationalism
 Review Social Studies 10
o Global Village
 What does this term mean?
 What historical events created the “global village”?
 Why do humanitarian crisis often emphasize the idea of the “global village”?
o Globalization
 What does this term mean?
 What is an example of economic globalization? (include ideas such as free trade vs
fair trade, international agreements like NAFTA, the impact on the environment)

What is an example of social globalization? (include terms such as universalization of
pop culture, homogenization, revitalization, affirmation of identity, marginalization; discuss
ideas such as the CRTC)

What is an example of political globalization? (include ideas such as the UN, G8 and
EU, recent events – civil wars becoming international (pro-democracy mov’t, environmental
agreements)

 How does political globalization relate to internationalism?
Handout major assignment sheet – explain to students that they will have enough time to get
everything done, but they should be done by the end of class (there may be an expectation
that certain steps of the assignment are to be handed in the same day they are assigned)
Assignment of research topics
(depending on the skill level of the group, you may need to do some or most of the research for the students)
Political
+ Arab Spring and how it is spreading democracy around the Middle East
- Unipolar world of US dominance, including the Iraq War
Cultural/Social
+ how technology has led to a revitalization of culture, global travel, “global village”
- how technology and transnationals have led to homogenization
Economic
+ greater cooperation has led to more goods at lower prices for consumers
- greater cooperation has decreased sovereignty by making us all interdependent
Humanitarian
+ how the world has responded to try to end the famines in Africa
- how foreign aid has led to increased violence and dictatorships in Africa
Timeline (9 classes – 8 for activity and 1 for intro hook)
 Breaking down the steps
o At the end of the 2nd day doing research all research notes and citation is due
 teacher will evaluate and provide feedback (needs one day) – the class
on this day can be spent on key terms and textbook work
o At the end of the 4th day the final debate notes will be due
o There will be two debates x two days = at the end of the 6th day all notes will
be due
 The teacher will need one day to evaluate the notes – the class on this
day can be partially spent reviewing good writing skills
o On the 8th day the students will use their notes to write their response