Current Negotiations of the Iran Nuclear Deal.
Name: __________________________________________________ Date: ________________
Global Perspective Unit 4: Iran Nuclear Deal Summative Assessment Directions: Each student is responsible to conduct research by collecting information of the Current Negotiations of the Iran Nuclear Deal.
Step #1: Research Question: Create a Research Question that would guide how you collect information about the current negotiations of the Iran Nuclear Deal.
Your Research Question should be: • Open-Ended, • Start with "How," "Why," or "To What Extent." • Clear (ie- Will the reader understand the direction of your
research?), • Focused (ie- Does your research question have specific
vocabulary to explore a specific idea?) and • Arguable (ie- Does the research question allow for deep analysis and not a simple yes /no answer?).
Step #2: Iran Nuclear Deal Research: To complete this research, Record (3) Specific Details come from a minimum (2) different online sources. Step #3: Compare The (3) Deals: After conducting your research, Write (2) Paragraphs that compare Specific Differences of the 3 Iranian Deals. • Paragraph 1: Iranian Deal 2003-2005 comparing Iranian Deal 2022 & Paragraph 2: Iranian Deal 2005-
2015 comparing Iranian Deal 2022. • Minimum (2) Quotations from your research must be used to support your opinion. Step #1: Research Question: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Step #2: Iran Nuclear Dear Research:
Unclear, Unfocused, and Unarguable
Research Question
Clear, Focused, Arguable Research
Question
What is the history of Chinese theatre?
How does the legacy of Mei Lan Fang contribute to modern Jingju?
What was the impact of Ho Chi Minh's allegiance to Lenin?
To what extent was nationalism the guiding factor in Ho Chi Minh's adoption of Leninism in 1920?
Research Structure
Iran Nuclear Deal Research Specific Details (Quotations)
Iran Nuclear Deal Research Bibliography (with Weblink)
Website Source #1
Step 3: Compare The (3) Deals: Minimum (2) Quotations from your research must be used to support your opinion. • Paragraph 1: Iranian Deal 2003-2005 comparing Iranian Deal 2022 & Paragraph 2: Iranian Deal 2005-
2015 comparing Iranian Deal 2022. (Minimum (2) Quotations) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Website Source #2
Website Source #3
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Criterion B: Investigating Maximum: 8 At the end of year 5, students should be able to: i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question iii. use research methods to collect and record appropriate, varied and relevant information iv. evaluate the process and results of the investigation.
Achievement Level
Level Descriptor Task-Specific Clarification
0
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1-2
The student: • formulates a research question that is
clear or focused and describes its relevance,
• formulates a limited action plan to investigate a research question or does not follow a plan,
• collects and records limited information, not always consistent with the research question,
• makes a limited evaluation of the process and results of the investigation.
The student: • formulates a research question that is clear, arguable or
focused and describes its relevance with (2) Paragraphs comparing the 3 Iranian Deals,
• formulates a limited action plan with minimum of (3) different online sources to investigate a research question or does not follow a plan,
• collects and records limited information, not always consistent with the research question about the recent Iranian Nuclear Negotiations,
• makes a limited evaluation of the process and results of the investigation by compare the 3 different Iranian Negotiations.
3-4
The student: • formulates a research question that is
clear and focused and describes its relevance in detail,
• formulates and somewhat follows a partial action plan to investigate a research question,
• uses a research method(s) to collect and record mostly relevant information,
• evaluates some aspects of the process and results of the investigation.
The student: • formulates a research question that is clear, arguable and
focused and describes its relevance with (2) Paragraphs comparing the 3 Iranian Deals in detail,
• formulates and somewhat follows a partial action plan with minimum of (3) different online sources to investigate a research question,
• uses a research method(s) to collect and record mostly relevant information about the recent Iranian Nuclear Negotiations,
• evaluates some aspects of the process and results of the investigation by compare the 3 different Iranian Negotiations.
5-6
The student: • formulates a clear and focused research
question and explains its relevance, • formulates and follows a substantial
action plan to investigate a research question,
• uses research method(s) to collect and record appropriate relevant information,
• evaluates the process and results of the investigation.
The student: • formulates a clear, arguable and focused research question
and explains its relevance with (2) Paragraphs comparing the 3 Iranian Deals,
• formulates and follows a substantial action plan with minimum of (3) different online sources to investigate a research question,
• uses research method(s) to collect and record appropriate relevant information about the recent Iranian Nuclear Negotiations,
• evaluates the process and results of the investigation by compare the 3 different Iranian Negotiations.
7-8
The student: • formulates a clear and focused research
question and justifies its relevance, • formulates and effectively follows a
comprehensive action plan to investigate a research question,
• uses research methods to collect and record appropriate, varied and relevant information,
• thoroughly evaluates the investigation process and results.
The student: • formulates a clear, arguable and focused research question
and justifies its relevance with (2) Paragraphs comparing the 3 Iranian Deals,
• formulates and effectively follows a comprehensive action plan with minimum of (3) different online sources with to investigate a research question,
• uses research methods to collect and record appropriate, varied and relevant information about the recent Iranian Nuclear Negotiations,
• thoroughly evaluates the investigation process and results by compare the 3 different Iranian Negotiations.
Criterion D: Thinking critically Maximum: 8 At the end of year 5, students should be able to: i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid, well-supported arguments iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations iv. interpret different perspectives and their implications.
Achievement Level
Level Descriptor Task-Specific Clarification
0
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1-2
The student: • analyses concepts, issues, models,
visual representation and theories to a limited extent,
• summarizes information to a limited extent to make arguments,
• describes a limited number of sources/data in terms of origin and purpose and recognizes nominal and limitations,
• identifies different perspectives and minimal implications.
The student: • analyses concepts, issues and theories regarding the Iran Nuclear
Program and its negotiations with other countries with a limited extent,
• summarizes information to a limited extent to make arguments by utilizing a minimum of (2) quotations,
• describes a limited number of sources/data in terms of origin of the (2) quotations minimum and purpose and recognizes nominal and limitations of the (2) Comparisons between the 3 Iranian negotiations,
• identifies different perspectives from both the Iranian and non- Iranian and minimal implications for the Nuclear Agreement.
3-4
The student: • analyses concepts, issues, models,
visual representation and theories, • summarizes information to make
arguments, • analyses and/or evaluates
sources/data in terms of origin and purpose, recognizing some values and limitations,
• interprets different perspectives and some of their implications.
The student: • analyses concepts, issues and theories regarding the Iran Nuclear
Program and its negotiations with other countries, • summarizes information to make arguments by utilizing a
minimum of (2) quotations, • analyses and/or evaluates sources/data in terms of origin of the
(2) quotations minimum and purpose, recognizing some values and limitations of the (2) Comparisons between the 3 Iranian negotiations,
• interprets different perspectives from both the Iranian and non- Iranian and some of their implications for the Nuclear Agreement..
5-6
The student: • discusses concepts, issues, models,
visual representation and theories, • synthesizes information to make valid
arguments, • effectively analyses and evaluates a
range of sources/data in terms of origin and purpose, usually recognizing values and limitations,
• interprets different perspectives and their implications.
The student: • discusses concepts, issues and theories regarding the Iran Nuclear
Program and its effects on other countries, • synthesizes information to make valid arguments by utilizing a
minimum of (2) quotations, • effectively analyses and evaluates a range of sources/data in
terms of origin of the (2) quotations minimum and purpose, usually recognizing values and limitations of the (2) Comparisons between the 3 Iranian negotiations,
• interprets different perspectives from both the Iranian and non- Iranian and their implications for the Nuclear Agreement.
7-8
The student: • completes a detailed discussion of
concepts, issues, models, visual representation and theories,
• synthesizes information to make valid, well-supported arguments,
• effectively analyses and evaluates a wide range of sources/data in terms of origin and purpose, consistently recognizing values and limitations,
• thoroughly interprets a range of different perspectives and their implications.
The student: • completes a detailed discussion of concepts, issues and theories
regarding the Iran Nuclear Program and its effects on other countries,
• synthesizes information to make valid, well-supported arguments by utilizing a minimum of (2) quotations,
• effectively analyses and evaluates a wide range of sources/data in terms of origin of the (2) quotations minimum and purpose, consistently recognizing values and limitations of the (2) Comparisons between the 3 Iranian negotiations,
• thoroughly interprets a range of different perspectives from both the Iranian and non-Iranian and their implications for the Nuclear Agreement.