10th Grade Benchmark:
World Issues Handbook
2015-2016
This project is designed to give students the opportunity to research,
critically think, and act to promote change in the world. Do not lose this
packet – you will need to refer to it throughout the benchmark project. This
packet is available online should you lose yours. There will be NO
replacement packets offered if you lose yours. Filling in your name and
teachers’ names will help return this packet to you if it is lost.
This packet belongs to:
_______________________________________________
World History Teacher and Room #:
_____________________________________
English Teacher and Room #:
___________________________________________
General Benchmark Details
Calendar and Due Dates: Write these in your planner.
Assignment
Due Date
World Issues Kickoff
September 25
Issue Infographic
October 2
Annotated Bibliography #1
October 9
Annotated Bibliography #2
October 16
Comparative Periodical
October 30
Review
Global Issue Profile Outline
November 6
Global Issue Profile Essay
December 11
Binder Check #1
December 11
Socratic Seminar
January 15
Annotated Bibliography #3
January 29
Annotated Bibliography #4
February 5
Policy Paper Outline
February 19
Policy Paper Essay
April 8
Advocacy Letter Content
April 15
Advocacy Letter Format
April 29
Binder Check #2
May 13
WIP Policy Debate
May 25 & May 26
Due to
World History
World History
English
World History
English
World History
English
World History
World History
World History
English
World History
English
World History
English
English
Both
What is the purpose of the benchmark project?
The purpose of this benchmark project is to make sure that every student in the 10th grade has
attained a minimum level of skills in the social science and English disciplines, as well as the
ability to meet Irvington’s School Wide Outcomes. A student that cannot meet the minimum
requirements will not move to the next grade level.
What is expected of me?
At the end of the 10th grade, Irvington High expects all students to demonstrate a basic
understanding of the following skills:
 Modern Language Association (MLA) standards for research and writing
 Correct spelling and grammar
 Library research and correct citation of sources
 Technology Use: Word Processing, Power Point
 Expository Essay Format
 Persuasive Essay Format
 Oral presentation skills
 Service Learning
About the World Issues Project
The World Issues Project benchmark is a shared English and Social Science curriculum designed
to refine the research and writing skills students learned during the Change Project while
simultaneously introducing them to several problems that are facing our global community
today.
Over the course of this largely individual project, students will be randomly assigned a nation
and a world issue. Each student will then become an expert on the assigned global issue, as well
as the impact of that issue on their research country.
Students will begin the process by becoming more familiar with their assigned country and
creating an infographic that displays key facts about their nation. They will then conduct their
first research into the issue they have been assigned, learning who and where are affected, as
well as why the issue is a factor in global affairs.
Students will then develop their initial research with additional sources, including foreign news
outlets and letters to experts, culminating in a Socratic seminar. The Socratic seminar is an
opportunity for students to discuss their findings so far with others who have been assigned
their nation and issue pairing, and gain insight from others' research.
Armed with this knowledge, students will move to the final phase of the project, where they
create a policy paper, backed by their research, in which they propose a solution to their
assigned global issue from the perspective of their assigned country. The project concludes with
a homogenous meeting of nations, each covering the same issue, where students will share
their proposals. Students will then vote on which proposed policy they feel would best help
begin the process of resolving their assigned issue.
What if my work is late or incomplete?
WIP due dates are firm. Any assignment submitted after its due date for any reason will receive
no more 70%. Assignments not completed correctly will be returned as redo’s and will be
subject to point deductions. In order to pass the World Issues Benchmark Project, students must
achieve a “C” or better on each assignment. Failure to do so will result in an “I” grade in both
English and World History until the completion of the project, regardless of other work
completed in the class.
Grading:
The World Issues Benchmark is worth a different proportion of your grade depending on the
class and semester in question:
World History
1st Semester: 20%
2nd Semester: 30%
English
1st Semester: 20%
2nd Semester: 20%
Contracts:
If for some legitimate and verifiable reason you do not pass you World Issues Project, you may
be given a contract to complete the project during Contract Summer School. Contracts are not
guaranteed and are given at your teacher’s discretion in accordance with their individual
classroom policies.
The Issues:
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Climate Change
Infectious Disease
Gender / Sexual Equality
Security vs. Freedom of Expression
Terrorism
Human Trafficking
Child Labor / Exploitation
Discrimination towards Ethnic / Culture Minorities
Assignable Nations
Asia / Pacific (5)
Africa (4)
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China
Indonesia
S. Korea
India
Philippines
North America / Central America (4)
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Cuba
United States
Guatemala
Mexico
South Africa
Nigeria
Algeria
DR Congo
Europe (5)
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Spain
Germany
Russia
France
Estonia
South America (3)
Middle East (4)
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Columbia
Venezuela
Argentina
Iran
Saudi Arabia
Israel
Turkey
WIP Binder Check—Semester 1
Due to History Dec. 11
All assignments must be graded originals.
___Country Infographic
___Annotated Bib #1
___Annotated Bib #2
___Comparative Periodical
___Global Issues Outline
___Global Issue Paper
___/10pts
WIP Binder Check—Semester 2
Due to English May 13
All assignments must be graded originals.
___Annotated Bib #3
___Country Info. Search
___Annotated Bib #4
___Policy Paper Outline
___Policy Paper
___Advocacy Letter
___/10pts
WIP Issue Infographic Assignment
Goal
Students will work with their WIP issue group* to research and record basic information about
their assigned issue, and represent their findings using creative, quantitative imagery.
*WIP groups are based on pooling all students from the same class period, with the same
teacher, who are covering the same issue. For example, all students assigned the issue
“Infectious Diseases” in Mr. V’s 4th period class will be considered a single group.
Infographic Content
Infographics use images to represent data, concepts, groups, and ideas. Before choosing and
organizing their images, however, students must first research and record several pieces of
information. This information will fall under 3 categories concerning their assigned issue: the
causes, impact, and solutions.
• Causes
• Brief description of the issue
• What are the top 5 causes of the issue?
• Impact
• Number of people directly affected by the issue
• Any groups that are disproportionally affected by the issue
• Regions of the world most affected
• Top 5 symptoms of the issues
• Solutions
• Top 5 most common responses and strategies for dealing with the issue
• Estimated cost of dealing with the issue (can be on a local or global level)
Infographic Format
Students will be completing the infographic in one of two possible formats: digital or poster.
The format is the decision of the World History teacher; he/she may allow either format, or only
one type.


Digital Format
o Infographic minimum resolution of 1028 x 720
o Incorporate both photo images and illustrated graphics
o Clearly and neatly organize information; all text must be legible
o Do not repeat visual styles: for instance, a pie chart may only be used once
o Category headings above each of the 3 sections
Poster / Poster-Board Format
o Minimum poster size of 2’ x 3’ (dimensions in feet)
o Full color for images and data
o
o
o
o
May include hand-drawn art, printed images, or a combination of both
All data and text must be clearly visible and typed. No handwritten descriptions
Do not repeat visual styles: for instance, a pie chart may only be used once
Category headings above each of the 3 sections
Regardless of which format is chosen, students are expected to incorporate descriptions for
each section of their infographic, and cite the sources they used when finding that information.

Description formatting
o 2-3 complete sentences per description
o Description explains the relevance of the image, and / or gives greater detail
concerning the data presented
o Parenthetical (in-text) citations for each description

Sourcing and Citations
o 3 sources minimum. Sources may be of any format (website, book, etc.)
o Works Cited page, MLA formatted. Check the Purdue OWL for help with proper
MLA formatting. Just google “Purdue Owl MLA.”
+4
+3.5
+3
+0
Causes Section
All required
information is
present and cited
Minor information
missed or citation
error
Several gaps in
information
Not done
Impact Section
All required
information is
present and cited
Minor information
missed or citation
error
Several gaps in
information
Not done
Solutions Section All required
information is
present and cited
Minor information
missed or citation
error
Several gaps in
information
Not done
Works Cited Page MLA formatted and
includes all 3
sources
MLA formatted with
minor errors,
includes all 3
sources
Numerous errors in
MLA formatting, or
missing 1 source
Missing multiple
sources and / or
major MLA
formatting errors
Image Use &
Selection
Most images are
well thought-out
and accurately
represent the data.
No styles are
repeated.
Most images are
well thought-out
and accurately
represent the data.
1 or 2 styles are
repeated.
Several poor image
choices or
implementations,
and / or several
repeats of styles
All images are well
thought-out and
accurately represent
the data. No styles
are repeated.
Total points possible: 20
WIP Running Annotated Bibliography
An Annotated Bibliography is a works cited page that includes summary and analysis of each cited
source. A running annotated bibliography is the same assignment, except we continue adding sources
to it over the course of the project. Each source addition will have its own specific requirements and
due date. The goal is for you to engage in continual research, and to become familiar with different
types of sources.
For WIP you will be required to use four specific source types, and by the end of this project, every
student will have a minimum of eight annotated sources on their bibliography. You are allowed to go
beyond these requirements and do any further research you wish, however, all of your sources must
pertain to the issue you are assigned. All assignments must be typed, done in MLA format, and
submitted to turnitin.com. Sources must be printed out, attached to annotated bibliography
submission, and highlighted with direct quotes used.
SEMESTER 1
Submission #1 Due Oct. 9--English
This first assignment will kick start your annotated bibliography, using two sources from a database.
Submission #2 Due Oct. 16--History
Add two sources from Websites (no Wikipedia, ehow, ask.com, about.com, answers.com, etc.)
SEMESTER 2
Submission #3/Country Info Search Due Jan. 29--History
**Country Profile Info
Add two sources from any of the approved WIP source types (website, database, book, or video)
Two sources must be annotated, if all questions cannot be answered by the two annotations, additional
sources must be added in works cited form.
Submission #4 Due Feb. 5—English
Add two sources from a book or video (electronic books are acceptable)
How do I create an Annotated Bibliography?
STEP 1: You will need to research. You will be assigned the type of source (s) for each due date, so you
must follow those requirements.
STEP 2: Create an MLA citation for your source(s). Great resources to help you are:
Purdue Owl (This is a GREAT resource on how to create annotations!)
Irvington.org, Student Tab, Library, MLA Help
STEP 3: Underneath your citation, type a paragraph (the annotation) that
1. SUMMARIZES the source (Should include a direct, cited quotation from source)
2. ANALYZES the validity of the source (what makes this source believable/reliable?)
3. REFLECTS upon the source’s use/value to your project.
STEP 4: Check your MLA format:
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Times New Roman, 12 point Font, 1 inch Margins
HEADING
o Name, Teacher Name, Class & Period, Date (Day Mon. Year) in top LEFT corner of page 1
o Your last name and page number in top RIGHT corner of all pages after page 1
All sources must remain in ALPHABETICAL order. (You are not simply adding new sources to the
bottom)
SPACING
o Citation is double spaced, with a hanging indent (the only line that remains all the way
to the left is the first line of your citation)
o Annotation is single spaced, and left justified
o Between source entries, there should be one “return button” space (You need to go into
the “paragraph” tab and check the box that says “don’t add space between paragraphs
of the same style”)
Annotated Bibliography Template
In __________________________________________________________________________ ,
Genre of source
title of source
________________________ , ____________________________________, _______________
Author’s full name
info about author (might need to look up)
active verb
that _________________________________________________________________________
Paraphrase or directly quote the central claim of source with citation
_____________________________________________________________ ( ___________________) .
Parenthetical citation
____________ _______________________ this claim by first _________________________
He / She
develops / supports
active verb
____________________________________________________________________________ .
explain what the author does/ first subpoint
Then, ________________________________________________________________________
explain what the author does next
summarize ALL of the author’s subpoints –may take a few sentences – paraphrase or
______________________________________________________________ ( _____________)
directly quote from the source when summarizing
parenthetical citation
______________________________________________________________________________
Here, you might consider starting with a prepositional phrase like “Toward the end of the text” or “In this
section” or some other phrase in order to add variety to your writing
_____________________________________________________________________________ .
_______________’s purpose is to ________________________________________________
author’s name
(what is author trying to achieve by writing this article?)
___________________________________________________________________ in order to
______________________________________________________________________________
what does the author want the audience to do or feel as a result of this work?
_____________________________________________________________________________ .
This work is significant because _________________________________________________
explain how it is significant to YOUR PROJECT
_____________________________________________________________________________ .
Additionally, this work connects to __________________________ by __________________
other research/issue material
active verb
_____________________________________________________________________________ .
use Sentence Starters* to make connections
_____________________________________________________________________________
Additional sentences as needed - using Sentence Starters*
_____________________________________________________________________________
**Sentence Starters
This fact/statistic/information shows that… (clarification)
Based on these facts, I can infer that… (synthesis)
Clearly, this validates the importance of … (historical significance/ importance of issue)
My consultant validated/denied/further elaborated on this by saying … (connection between)
This statistic raises the question … (new areas of research)
This information made me wonder/want to find out… (new areas of research)
I now see that … (answers your topic)
Joe Smith
Mrs. Avon
English 10, Period 2
1 Jan. 2014
Annotated Bibliography
Carlson, Anne-Marie. "Is It Still Necessary to Teach About the United Nations?" UN
Chronicle. 2013: 4. SIRS Issues Researcher. Web. 28 Jul. 2014. < http://sks.sirs. com/cgibin/hst-article-display?id=ST151895-0-662&artno=0000363636&type=ART&shfilter=
U&key=Human%20rights&title=Is%20It%20Still%20Necessary%20to%20Teach%20A
bout%20the%20United%20Nations%3F&res=Y&ren=N&gov=N&lnk=N&ic=N>.
In the academic journal article “Is It Still Necessary to Teach About the United Nations?”,
Anne-Marie Carlson, chair of The Committee on Teaching About the United Nations and
contributing author to UN Chronical, argues that “Unless students come to know and
appreciate the mandate and the role of the United Nations to help their world become
safer and more human, far too many of mankind’s failures will simply be repeated”
(Carlson). She supports this claim by first outlining six imperatives: 1. Student
understanding of the history of the UN’s role in leading countries to self-governance 2.
Increasing awareness of countries who suffer from hunger, poverty, ecological issues, etc.
3. Learn how other departments of the UN are currently helping people around the world
4. Learn the eight Millennium Development Goals by the 2015 deadline 5. Understanding
the financial workings of the UN and how it affects their programs 6. The UN’s effect on
the daily lives of people around the world. Then, Carlson continues to support her claim
by explaining how students need to understand all the responsibilities of the “principle
organs of the UN” (Carlson). These include the Security Council, General Assembly, the
Secretariat, the Economic and Social Council, the International Court of Justice, and the
Trustee Council. Toward the end of the article, Carlson admits that UN is not perfect,
and that like humans it makes mistakes. Her purpose in doing this is to demonstrate how
we can improve and expand the UN, in order to ensure her audience’s support of UN
curriculum, which she believes is lacking in American classrooms. This work is
significant to the issue of education in America because it explains a weakness in current
curriculum, and suggests ideas on how to fix them. Additionally this work connects my
research into the declining literacy rates of American students.
Pilgrim, Kitty. “U.S. Education: The Perfect Storm.” Online video clip. YouTube. YouTube, 5
Feb. 2007. Web. 28 Jul. 2014. <http://www.youtube.com/watch?v=_fTS1ToseiE>.
In the video clip, “U.S. Education: The Perfect Storm,” Kitty Pilgrim, a reporter for
CNN states that there are three trends contributing to the decline of the middle class in
America: inadequate literacy rates, changing economic needs for higher skilled labor, and
an influx of low skilled workers due to immigration (Pilgrim). She develops this claim
by first stating that there will be a 46% increase in jobs requiring higher education. Then,
she explains how the competition for low paying jobs will also increase, as the number of
immigrants rises. She then outlines potential solutions including curriculum changes and
teacher compensations (Pilgrim). Finally, she claims that showing kids how important
college is will ultimately be the best solution to the problem. Pilgrim’s purpose is to
warn the public that low skilled jobs will see a dramatic increase in competition. She
does this in order to let America know that a crisis of literacy is upon us, and will
negatively affect our economy. This work is significant because it illustrates how
education is vital to the economy of the United States. This connects to the idea that
education is the foundation of a country, as well as its success.
Annotated Bibliography Rubric
Excellent
(A)
Annotations Annotations
70%
include
comprehensive
summary, indepth analysis,
meaningful
reflection, and
direct connection
to WIP issue.
Direct quotation/
paraphrase has
significant
relevance to
author’s claim.
MLA format MLA format has
and style
no errors.
20%
Good
(B)
Annotations
include adequate
summary and
analysis, relevant
reflection, and
direct connection
to WIP issue.
Direct quotation/
paraphrase has
relevance to
author’s claim.
Acceptable
(C)
Annotations
include summary,
analysis,
reflection and
connection to
WIP issue. One
or more of these
elements may be
weak. Direct
quotation/
paraphrase is
present.
MLA format has
no more than 2
errors.
MLA format has
no more than 4
errors.
MLA format has
more than 4
errors.
Grammar No grammar /
and spelling mechanic/
and
spelling errors.
mechanics
10%
No more than 1
grammar/
mechanic/
spelling error.
No more than 2
grammar/
mechanic/
spelling errors.
No more than 3
grammar/
mechanic/ spelling
errors.
.
Students will lose 10% for each redo submitted.
Redo
Annotations are
missing one or
more pieces
(summary,
analysis,
reflection,
connection,
quotation/
paraphrase).
Comparative Periodical Review
Objective: Your goal is to understand how an event can be viewed differently depending on the point
of view (POV) or perspective of the writer, in this case writers from different nations and cultures.
A periodical is a magazine or newspaper (printed periodically: daily, weekly, monthly…). You will find
periodical news articles from two different countries to investigate how their news media treat the same
issue differently.
What To Do:
1. Gather two articles: In the library, you will learn how to find and choose international
periodicals (see also PowerPoint at this link: http://www.fmtusd.org/Page/25929). You must
find these 2 types of articles:
●
1 news article about your issue in your WIP country that was published in a reliable
periodical from your WIP country.
●
1 article covering the same issue in your country that was published in a reliable periodical
from another country (your choice).
IMPORTANT: If my WIP topic is climate change and my country is China, BOTH articles should talk
about climate change in China (or Asia in general). One article will be from a Chinese newspaper, and
one from a newspaper from a different country, but both are still talking about climate change in China.
2. Closely read and annotate each article as demonstrated by your English teacher. This
involves reading each article twice, looking up vocabulary, and annotating the article.
Sometimes called “talking to the text,” annotating involves underlining and highlighting
meaningful elements (like key terms, or pieces of evidence that support an argument) and
writing your own notes in the margin. Your notes should summarize the main point of the
paragraph they’re next to IN YOUR OWN WORDS. They should also include at least some other
elements, such as questions you have, or connections to other research. Follow your teacher’s
instructions. Your article should be thoroughly “marked up” with notes and you will turn it in.
3. Create a correct MLA citation for each article, in the appropriate boxes of the attached
graphic organizer. The accuracy of your MLA citations counts (see rubric).
4. Summarize each article in the graphic organizer, following these steps:
1. The notes you made on each article included a quick summary of the main idea of each
paragraph in the margin. Copy those summary sentences for the first article into the
appropriate row of the graphic organizer. SUMMARY MUST BE IN YOUR OWN WORDS
rather than the same words used by the author! NO QUOTATIONS.
2. Repeat for the next article.
*Why am I recopying stuff? The goal is to have a concise summary of each article in the
columns so you can easily compare the two articles side-by-side.*
5. Compare and synthesize the articles: Use the row at the bottom of the graphic organizer to
write about the differences that you observe between how these articles treat this same event.

Consider information left out/added/emphasized in one article but not the other, and
differences and similarities in content, tone, and style.

You can indicate any guesses you have about the causes of the differences (“The
newspaper from Russia is owned by the government, so maybe that’s why it has less
criticism of Putin”) BUT this is not required! It is fine to just point out the differences.

Focus on what the article explicitly says and clearly implies. AVOID making assumptions
that you can’t prove with evidence from the article.

Also include: If you have any doubts about the reliability, quality, or currency of an
article you chose, briefly mention it here. For example, if you found an article that was
useful but you think it is biased because the newspaper is owned by the government and
the topic is a political protest, point this out. If an article is a little short but you were
unable to find a more detailed one because your country’s government restricts freedom
of the press, say that. If you don’t mention these issues, you may lose credit for not finding
two quality sources (See last row of rubric). *Before settling for an article with these
issues, you must have made a true effort to find a better one!*
Deliverables: The following are due to your English teacher by the due date:
a. Printed (or electronic, if teacher prefers) copy of each of the articles with your thorough
notes in the margins, highlighting, etc.
b. The attached graphic organizer showing your summary and comparison of the articles,
with MLA Citations for each article.
Common Core Standards Addressed in this assignment: Reading 1, 2 (close reading, citing textual
evidence); Reading 4 and Language 4, 6 (identifying key terms and Social Studies vocabulary,
determining meaning based on context, including connotations, nuances and variations in meaning);
Reading 6 (how POV and purpose shape style); Reading 9 (comparison of multiple texts on same
subject); Writing 7, 8 (short-term research project; gathering & evaluating sources).
Comparative Periodical Review Graphic Organizer
Full, correct MLA Citation for Article 1 (from your WIP country):
Summary of Article 1 (include all main points and important details):
Full, correct MLA Citation for Article 2 (from another country):
Country of origin of article:
Summary of Article 2 (include all main points and important details):
Comparison (Read directions above!):
Comparative Periodicals Review Rubric
Excellent
(A)
Annotated articles include a
clear and concise summary of
each meaningful chunk of text in
the margins of article. No main
ideas or relevant details missed
(complete sentences not
required). They also contain
other elements (such as
highlighting or Qs) used in a way
that enhances understanding.
Notes show thorough
understanding of article. Notes
show reader engaging
thoughtfully with text.
Good
(B)
Annotated articles
include summary of each
meaningful chunk of text
with no main ideas
missed. Some relevant
details may be
missed/summaries
incomplete. Notes show
understanding of main
points of the article, but
could benefit from more
other elements (such as
highlighting or Qs).
Article
Summaries
(in graphic
organizer)
Article summaries include all
main ideas and relevant
supporting details. They show a
clear understanding of the
author’s points. They are entirely
in student’s own words.
Summaries include all
main ideas but may have
missed supporting
details. Summaries are in
student’s own words.
Comparison
section of
graphic
organizer
Thoughtful comparison points
out differences and similarities in
content, tone, and style between
the articles.
Points out differences
and similarities between
the articles, but perhaps
only in content, and
student may have missed
an important idea or
made an unfounded
claim (no evidence).
Makes an attempt at
comparison but not
thorough. Student may
have missed more than
one important idea or
made an unfounded
claim (no evidence).
MLA
Citations
Articles are cited correctly with
no more than 1 MLA format
error per citation.
Citations have no more
than 2 MLA formatting
errors.
Citations have many
errors in MLA format.
Source
Evaluation
Student has chosen 2 articles
from reliable, current periodicals
about the same topic. If there is
doubt about an article (bias,
impossible to find a more
current article, etc.) it is
explained in the comparison
section.
2 articles from fairly
reliable, current
periodicals. On topic.
There may be a doubt
about ONE article’s
suitability NOT fully
addressed in the
comparison section.
There is some definite
doubt about at least
one article’s suitability
NOT addressed by the
student in the
comparison section.
One article may be
slightly off-topic.
Annotated
Articles
Acceptable
(C)
Annotated articles
include a basic
summary of each
chunk of text.
Summaries are
minimal and few other
elements are present.
Student could have
interacted more
thoroughly with the
text. Highlighting may
not be meaningful (ex:
everything is
highlighted, or only
one sentence is).
Summaries cover main
point of article but
missed several
important supporting
details/are incomplete.
Student may have
misunderstood some
of the article.
Summaries are in
student’s own words.
Incomplete/Redo
(Inc/NC)
Student did not turn in 2
articles; OR either article
is not annotated or very
incompletely annotated;
OR annotations are
incorrect/do not
correspond to what is
said in the article.
Student did not turn in 2
summaries; OR
summaries are very brief
and missing a great deal
of the information from
the article; OR
summaries contain many
misunderstandings; OR
summaries are not
entirely in student’s own
words.
A significant amount of
misinterpreted
information from what
article author actually
said; OR it seems that
little effort was made to
compare the articles.
Comparison too brief to
be meaningful.
One or more citations is
missing, OR info given is
not in MLA format at all
(ex: only the URL is
given).
Articles not from reliable
sources; OR articles
unacceptably outdated;
OR articles are about
two different topics; OR
sources are not
periodicals.
Global Issue Profile Outline
Your essays for the WIP project are a two step process: step 1 is an outline portion submitted to your World
History teacher, while step 2 is a full essay submitted to your English teacher. For the World History portion, you
will focus on gathering the sources, data, and key ideas that you will later use to write your full essay.
Introduction
I: Thesis statement: Make a fact-driven assertion about your global issue and its impact on the world.
Example: Trade embargoes put in place by first world countries against third world countries create additional
poverty and fail to prevent totalitarian dictatorships.
Body Paragraphs
II: Basic Information on the Issue
A: What is the definition of your issue?
B: What are problems associated with your issue?
III: Impact of the Issue on the World
A: What is the number of people worldwide affected by the issue?
B: What nations/regions are the most affected? Why?
C: What nations/regions handle the issue well? How?
IV: Global Responses to the Issue
A: What are national governments doing? (Germany, China, Nigeria, etc)
B: What are international authorities doing? (United Nations, G8, INTERPOL, etc)
C: What are private groups doing? (Charities, faith-based groups, activist groups, etc)
V: Impact of the Issue in Assigned Country
A: How many people are affect by the issue in your assigned country?
B: Are there any groups in your assigned country that are disproportionately affected by the issue? If so, what
group is being affected and why?
C: What is the government of your assigned country doing about the issue?
D: How does the way your assigned country’s government is addressing the issue compare to what other
nations are doing?
Conclusion
I: Summarize the impact of the issue on the world and your assigned country
Outline Requirements
Students must follow the same format as shown above, using the same headings as they appear. Additionally,
students must follow the guidelines below:
A: Compete sentences for each outline entry
B: A minimum of 4 sources, with at least one of each of the following types of sources:
a: Book (print or digital is acceptable)
b: Periodical article
c: Reference (encyclopedia, etc)
C: Parenthetical (in-text) citations for EVERY outline entry, properly formatted in MLA
D: A complete Works Cited, properly formatted in MLA
*The Purdue Owl is your friend! Use it check your MLA formatting for your parenthetical citations and Works
Cited entries. It is only a quick google search for “Purdue Owl MLA” away…
A
Formatting
B
C
I
Submitted outline
follows the exact
format shown in the
directions
Submitted outline
does not follow the
exact format shown
in the directions
+5
+0
Information
Relevant information
is provided for all
criteria +10
The information
provided is generally
relevant with minor
issues, but properly
answers the research
questions +8.5
Generally relevant
information, but a
few entries do not
properly answer the
research questions
+7.5
1 or more unresearched sections
+0
In-text Citations
Properly formatted
MLA citations are
present for all
outline sections +5
MLA citations are
present for all
outline sections, with
minor errors in
formatting +4.5
MLA citations are
present for all
outline sections, but
there are several
errors in formatting
+3.5
Some MLA citations
are missing, and / or
there are a
substantial number
of formatting errors
+0
Works Cited Page
Items are properly
formatted in MLA,
and all 4 minimum
sources are present
+5
Minor MLA
formatting errors,
but all 4 minimum
sources are present
+4.5
Several MLA
formatting errors,
and / or there are
only 3 sources +3.5
Numerous MLA
formatting errors,
and / or there are
less than 3 sources
cited +0
Total Points Possible: 25
Global Issue Profile
Your first essay for the WIP project is based on the information you found when creating your Global Issue
Profile Outline. In addition to communicating the information you found during your research, you will also be
practicing the mechanics of higher-level writing, such as accurate and consistent parenthetical citations, proper
use of relevant sources and data, and a properly formatted works cited page.
Essay must:
•
•
•
•
•
Be in MLA Format. The Purdue Owl is your friend. Refer to it regularly as you write your essay!
Typed, 12 point Times New Roman font, double-spaced, 1-inch margins.
At least three pages long, not including your title page (four for Honors students):
o Title page. Include your country & issue, name, your teacher’s names, period, date
o Page 1-3: Your essay (2 pages minimum for CP, 3 pages minimum for Honors)
o Final Page(s): Your Works Cited
Include parenthetical citations for all quotations and paraphrases. Every single citation must be
referenced in your Works Cited.
Use a minimum of 4 sources, including at least one from the following formats:
o Book (print or digital versions will be accepted)
o Reference (encyclopedia, etc.)
o Periodical article (online or hardcopy)
o Article from an electronic database
Essay Content:
Paragraph 1: Introduction
• What is an attention-grabbing fact about the issue?
• What is the issue?
• What is the definition of the issue?
• What are problems associated with the issue?
Paragraph 2 & 3: Who is affected?
• What is the number of people worldwide affected by the issue?
• What nations/regions are the most affected? Why?
• What nations/regions handle the issue well? How?
Paragraph 4: What is being done about the issue?
• What are the governments of individual nations doing? (Germany, China, Nigeria, etc; NOT your assigned nation)
• What are international authorities doing? (United Nations, G8, INTERPOL, etc)
• What are private groups doing? (Charities, faith-based groups)
Paragraph 5: How is the issue affecting your assigned country?
• How many people are affected in your assigned country?
• Are there any groups in your assigned country that are disproportionately affected by the issue? If so, which
group is being affected and why?
• What is the government of your assigned country doing about the issue?
• Compare the way your assigned country’s government is addressing the issue to how other nations are
addressing the issue.
Paragraph 6: Conclusion
• How would you summarize the issue globally?
• How would you summarize the issue in your country?
*Note that papers of Honors students will include additional paragraphs in order to achieve the required length*
Global Issue Profile Rubric
Automatic Redo if paper:
□ is not in MLA format
□ is too short (2 pages of text minimum, 3 pages minimum for Honors)
□ has no parenthetical citations or works cited page
□ was not submitted to turnitin.com
A
B
C
Spelling and
Grammar
Excellent spelling and
grammar
+5
Good spelling and
grammar with few
mistakes
+4.5
Several spelling
and grammar
mistakes
+3.5
Essay Organization
&
Format
Paper follows the
required format for
essay structure,
paper format, and
required length.
+5
Style
(Coherent/cohesive)
Information from the
GIP outline is always
used to make
informative and wellwritten statements.
+15
I
Spelling and
grammar mistakes
are affecting
clarity of writing.
+3
1 error in format
+3.5
2 or more errors in
format
+3
Information from
GIP outline is
usually used to
make informative
and well-written
statements.
+13
Information from
the GIP outline is
often used to
make informative
and well-written
statements
+11.5
Frequent misuse
of GIP outline
information, or
lack of factual
support for
statements in the
essay
+10
In-Text Citations
Paraphrases, quotes
cited correctly;
referenced in Works
Cited pg.
+15
2 errors
+13
3 errors
+11.5
4 or more errors
+10
Works Cited
Minimum of 4
sources are used
throughout and cited
correctly.
+10
3 types of sources
are used and cited
correctly. Few
mistakes.
+8.5
2 sources or
many errors in
format
+7.5
1 source many
errors in format
+6
Total Points Possible: 50
Issue-Based Socratic Seminar
Thus far, you have reviewed the basic information concerning your assigned issue, and gathered a
wealth of research from a wide variety of sources. You have now reached a midway point in the WIP
project. Congrats! Your next assignment is an opportunity for you to meet with other students who
are covering the same issue for a Socratic Seminar in order to gain a deeper understanding of your
issue and its impact on global affairs.
What is a Socratic Seminar? Named for the hemlock-swilling Greek philosopher Socrates, a Socratic
Seminar is a scholarly discussion of an essential question or questions in which student opinions are
shared, proven, refuted, and refined through dialogue with other students.
How does it work? On Jan. 15, students will be breaking into sub-groups based on their assigned issues.
During students’ World History period, they will be assigned a room where they will conduct their
seminars, overseen by a teacher.
Once in their Socratic Seminar groups, students will be further divided by the instructor into two circles:
an inner and an outer. The inner circle will be asked a prompting question by the instructor. The
students of the inner circle will then discuss the prompt amongst themselves, while students from the
outer circle will listen and take notes on what is said. After a set period of time, the inner and outer
circles will switch positions. The new inner circle will then respond to the dialogue of the first group, as
well as add their own additional information.
The session will end with students taking time to write down what they have learned during the course
of the Socratic Seminar. Students whose group is not currently part of the Socratic Seminar are expected
to listen quietly and take notes on what they hear.
The step-by-step process of the seminar can be summarized as follows:
1. Students are assigned to either the inner or outer circle
2. Teacher reads prompt question to students, opens floor for discussion amongst the inner circle
3. Inner circle discusses prompt, the outer circle takes notes on what is said by the inner circle
4. Teacher calls time for first discussion; inner circle switches places with outer circle
5. The new inner circle restarts discussion by responding to first group’s discussion and adding their
own perspective, outer circle takes notes
6. Teacher calls time; students record what they have learned about their assigned county and issue
from the discussion
Rules and Roles for Socratic Seminars
The Participants:






Must support their opinions with specific evidence from their sources
Must know the names of their sources, and why their sources are trustworthy
May speak at any time during the seminar with respect for the other participants
May write notes to themselves during the discussion
May ask relevant questions of other participants
Should allow everyone a chance to speak; do not monopolize discussion
The Teacher/Leader:






Must provide adequate “think time” for students to respond appropriately
Can only ask questions; cannot state his or her opinions or interpretations
Must require participants to support their opinions with evidence from research
Must encourage participants to agree and disagree for substantial reasons
May record the number and quality of participant responses
Must make it clear how much time has elapsed
Required Materials:
 Students must bring a placard that clearly displays the student’s name and assigned issue.
There is no set size, but points will be docked if the instructor cannot read the placard
from any point of the discussion circle
 Students must come in professional attire. Speak with your instructor about what the
requirements for professional attire are
 Students are required to complete a provided note-sheet during the seminar, and
therefore need to come prepared with writing implements
 Notecards are not required, but are allowed
Issue Socratic Rubric
Preparedness
Participation
Quality of
Discussion
Respect While
Waiting
A
Student has
arrived to
Socratic in
formal attire
and has
placard +5pts
Student
actively
participates in
discussion 3 or
more
times+5pts
Student makes
clear and
specific
reference to
their sources,
and gives
relevant and
respectful
responses to
others’
comments
+10pts
Student is
quiet and takes
notes while
other groups
are conducting
their seminar
+5pts
Total points possible: 25pts
B
C
Student is
dressed
inappropriately
or is missing
placard +3.5pts
I
Student
participates
only twice in
discussion
+3.5pts
Student has
good input,
but might be
lacking
evidence for
their
assertions or
their
comments lack
relevancy to
the topic
+8.5pts
Student is
inconsistent in
their
participation;
several missing
sources,
irrelevant
comments, or
a lack of
consideration
for others
+7.5pts
NC
Dressed
inappropriately
and missing
placard +0pts
Student does
not sufficiently
participate
+0pts
Student’s
discussion is
almost
completely
lacking in
substance,
with only a few
brief moments
of appropriate
contribution
+6pts
Student fails to
participate in
any meaningful
way, or is
actively
disruptive of
the discussion
+0pts
Student is not
quiet or fails to
take notes
during other
groups’
seminars +0pts
Policy Paper Outline
Goal: Students will evaluate different ways the international community can solve their world issue. Students
will write a persuasive essay advocating for the best policy based on their research.
Introduction
I.
II.
Why is this topic a problem that needs international attention?
State your proposed solution
Body Paragraphs
III.
The issue and your solution
A. What is currently being done to combat this problem by the countries that are affected by the
problem, the United Nations, international aid organizations, and/or other countries? Why isn’t
their aid enough?
B. What is the basic premise (main idea) of your plan?
C. What steps need to be taken to solve the problem using your proposed solution?
IV.
Implementing your plan
A. Who will be responsible for implementing the plan?
B. How will your plan be funded?
C. How will your plan be enforced?
V.
Expected results of your plan
A. How do you know your plan will solve the problem?
VI.
Defending your policy
A. Why is your plan superior to other potential solutions?
Conclusion
VII.
What positive effects will come out of implementing your plan?
Outline Requirements
Students must follow the same format as shown above, using the same headings as they appear. Additionally,
students must follow the guidelines below:
A: Compete sentences for each outline entry
B: A minimum of 4 sources, with at least one of each of the following types of sources:
a: Book (print or digital is acceptable)
b: Periodical article
c: Reference (encyclopedia, etc)
C: Parenthetical (in-text) citations for EVERY outline entry, properly formatted in MLA
D: A complete Works Cited, properly formatted in MLA. Be sure to consult the Purdue Owl!
A
Formatting
Information
B
C
I
Submitted outline
follows the exact
format shown in the
directions
Submitted outline
does not follow the
exact format shown
in the directions
+5
+0
Relevant information
is provided for all
criteria
+10
The information
provided is generally
relevant with minor
issues, but properly
answers the research
questions +8.5
Generally relevant
information, but a
few entries do not
properly answer the
research questions
1 or more unresearched sections
+0
+7.5
In-text Citations
Properly formatted
MLA citations are
present for all outline
sections +5
MLA citations are
present for all outline
sections, with minor
errors in formatting
+4.5
MLA citations are
present for all outline
sections, but there
are several errors in
formatting +3.5
Some MLA citations
are missing, and / or
there are a
substantial number of
formatting errors +0
Works Cited Page
Items are properly
formatted in MLA,
and all 4 minimum
sources are present
+5
Minor MLA
formatting errors, but
all 4 minimum
sources are present
+4.5
Several MLA
formatting errors, and
/ or there are only 3
sources +3.5
Numerous MLA
formatting errors, and
/ or there are less
than 3 sources cited
+0
Total Points Possible: 25
Policy Paper
For your second essay, you will be bringing together all of the information that you have gathered over the
course of the project to create and present a solution to your assigned issue. The essay requires you to not only
present valid information, but also convincingly explain to your reader why your solution is both possible and
superior to other potential solutions.
Essay must:
•
•
•
•
•
Be in MLA Format. The Purdue Owl is your friend. Refer to it regularly as you write your essay!
Be typed, 12 point Times New Roman font, double-spaced, 1-inch margins.
Be at least three pages long, not including your title page or works cited (four for Honors students):
o Title page. Include your country & issue, name, your teacher’s names, period, date
o Page 1-3: Your essay (3 pages minimum for CP, 4 pages minimum for Honors)
o Final Page(s): Your Works Cited
Include parenthetical citations for all quotations and paraphrases. Every single citation must be
referenced in your Works Cited.
Use a minimum of 4 sources, including at least one from the following formats:
o Book (print or digital versions will be accepted)
o Reference (encyclopedia, etc.)
o Periodical article (online or hardcopy)
o Article from an electronic database
Essay Content:
Paragraph 1: Introduction
• What is an attention-grabbing fact about the issue?
• Why is your assigned issue a problem that needs international attention?
• State your proposed solution to the issue
Paragraph 2 & 3: The issue and your solution
• What is currently being done to combat this problem by the countries that are affected by the problem, the
United Nations, international aid organizations, and/or other countries? Why isn’t their aid enough?
• What is the basic premise (main idea) of your proposed solution?
• What steps need to be taken to solve the problem using your proposed solution?
Paragraph 4 & 5: Implementing your plan
• Who will be responsible for implementing your plan?
• How will your plan be funded?
• How will your plan be enforced?
Paragraph 6: Expected results of your plan
• How do you know your plan will solve the problem?
Paragraph 7: Defending your policy
• Why is your plan superior to other potential solutions?
Paragraph 8: Conclusion
 What positive effects will come out of implementing your plan?
*Note that papers of Honors students will include additional paragraphs in order to achieve the required length*
Policy Paper Rubric
Automatic Redo if paper:
□ is not in MLA format
□ is too short (2 pages of text minimum, 3 pages minimum for Honors)
□ has no parenthetical citations or works cited page
□ was not submitted to turnitin.com
A
B
C
Spelling and
Grammar
Excellent spelling and
grammar
+5
Good spelling and
grammar with few
mistakes
+4.5
Several spelling
and grammar
mistakes
+3.5
Essay Organization
&
Format
Paper follows the
required format for
essay structure,
paper format, and
required length.
+5
Style
(Coherent/cohesive)
Information from the
Policy outline is
always used to make
informative and wellwritten statements.
+15
I
Spelling and
grammar mistakes
are affecting
clarity of writing.
+3
1 error in format
+3.5
2 or more errors in
format
+3
Information from
Policy outline is
usually used to
make informative
and well-written
statements.
+13
Information from
the Policy outline
is often used to
make informative
and well-written
statements
+11.5
Frequent misuse
of Policy outline
information, or
lack of factual
support for
statements in the
essay
+10
In-Text Citations
Paraphrases, quotes
cited correctly;
referenced in Works
Cited pg.
+15
2 errors
+13
3 errors
+11.5
4 or more errors
+10
Works Cited
Minimum of 4
sources are used
throughout and cited
correctly.
+10
3 types of sources
are used and cited
correctly. Few
mistakes.
+8.5
2 sources or
many errors in
format
+7.5
1 source many
errors in format
+6
Total Points Possible: 50
Advocacy Letter
Purpose: Students will write a formal persuasive letter to a government official advocating for a
government solution to their social issue.
Each letter should:
Be a minimum of 1 page single spaced
Be in business letter format
Be accompanied with an envelope that is both addressed and stamped
Be based on research, reason, and logic.
Step 1: Based on your research, what are the most effective action(s) can governments can take
to solve your social issue?
________________________________________________________________________
Step 2: Explain your reasoning. Provide at least three pieces of evidence to support your
assertion in step 1. Your evidence should be in your own words. You should cite your sources.
1.
Citation:
2.
Citation:
3.
Citation:
Step 3: Which individual is best suited to take the above action? Research:
Name:
Title:
Organization:
Address:
Step 3: Outline the argument you will make in your letter (make this a simplified version of your
_____________ paper)
● Introduction: What is your reason for writing this letter? Why are you qualified to write
this letter?
● Thesis: What are you asking the government official to do?
● Supporting Evidence: How do you know your thesis is the best action to solve your social
issue? Provide source citations.
● Conclusion: Remind the government official what action you would like them to take.
Explain the impact it will have on the future of your social issue.
Sample Advocacy Letter
Your Name
Street Address
City, State Zip
Today’s Date
Name of Recipient
Title and Government Organization
Address
City, State Zip
Dear [Name of Recipient]:
Introduction and Thesis:
Supporting Evidence:
Conclusion:
Sincerely,
[Signature]
Type Your Name
Title
WIP Presentation: Policy Debate
Policy Propositions:
Students will propose and advocate for a change in policy that takes steps to solve the international
issue they researched. WIP binders must be present. This speech must not exceed 3 minutes.
Speeches should contain the following elements (based on your policy paper).
A. Significance and Impact: Why is this topic a problem that needs international attention?
B. Obstacles: What is currently preventing this problem from being solved?
C. Plan: What steps need to be taken to solve the problem?
a. Who will be responsible for implementing the plan?
b. How will your plan be funded?
c. How will your plan be enforced?
D. Defense: Why is your plan superior to other plans?
Question and Answer:
In addition to presenting their policy, students must engage in academic debate with their fellow
debaters. This will require students to ask several quality questions, as well as respond to the questions
posed to them. The following list exemplifies quality questions, it is also a good list to consider when
planning counterarguments.
1. Are there any places where your policy has been successful?
2. What is greatest potential flaw with your policy?
3. What would be the consequences of your solution failing?
4. Which social, political, and/or economic groups will oppose your policy the most?
5. Are there any leaders who are already advocating for your solution?
Also any question which requests further information than that given in the policy presentation speech.
(Example: You are required to state how your policy will be enforced. You could turn this into a
question by asking what laws or funding will be required to ensure that enforcement?)
Grading
The presiding teacher(s) will choose the best overall policy based on information presented,
preparedness, and level of engagement during discussion.
A
(45-50pts)
Preparedness
B
(40-44pts)
C
(35-39pts)
Inc
(30-34pts)
NC
(0-33pts)
Student has
neglected one or
more of the three
factors of
preparedness.
*WIP Binder present
*Student is
professionally
dressed
*Name Tag present
Policy Proposal
Student has a clear,
well developed
policy, supported by
relevant facts and
details
Student has a clear
policy, with adequate
supporting details
Student has a
clear policy,
but gives few
details and
facts during
their
explanation
Debate/
Discussion
Student engages
frequently in
conversation,
responding to and
expanding upon the
comments of others
Student engages with
the group, responding
and asking questions,
but not at the
frequency or academic
level of an A
Student
interacts with
the group but
shows little
regard/unders
tanding of the
overall
discussion
Points possible: 50
Student has
a policy, but
demonstrate
s very little
understandi
ng of the
information
presented
Student
minimally
participates
in group
discussion
Student shows no
awareness of
their issue, nor do
they provide any
detail in their
policy.
Student does not
participate in
discussion