Project Title:World of Conflict

Project Title:World of Conflict

Project Idea:Conflict Resolution

Entry Event:

At the beginning of this unit, present this scenario to your students, allow them to brainstorm, and decide how they would deal with this conflict.

“Your high school basketball team is playing in the regional championship tonight.If they win they will travel to the state tournament.All of your friends are going to the game and for Mexican food afterwards. Unfortunately, you were grounded for receiving a D in English, and are not allowed to go to the game or dinner.What do you do?”

Content Standards:

Standards Directly Taught or Learned Through Discovery / Identified Learning Targets / Evidence of Success in Achieving Identified Learning Target
SS.CS.3
Analyze and apply ways the U.S. and the world conflicts can be resolved in a cooperative and peaceful manner. / Define of working cooperatively, resolutions
Define what are personal, local, regional, and world conflicts
Identify what are and are not considered personal, local, regional, and world conflicts.
Demonstrate conflict resolution
Utilize current and historical information on conflict / Students will complete vocabularyFrayer, defining personal, regional, and world conflict.
Students will completegraphic organizerin which they identify examples of local, regional, and world conflictsand how they were resolved.
The role play rubric will assess their knowledge of economic, humanitarian, and technological incentives and conflict resolution skills.
SS.CS.22
Demonstrate an understanding of the competing ideologies of communism and democracy and the conflict between the United States and the Soviet Union superpowers from the post WWII era through the early 1990s. / Investigate causes and consequences of regional conflicts
Assess the influence of terrorist and extremist groups in the future.
Anticipate the future effects of conflicts and extremist groups. / CompletionRoles of Extremist in Middle East Conflictorganizer.
Next, determine and assess the influence of terrors and extremist groups on regional conflict.
Then anticipate the impact of these extremist groups on conflict.
SS.CS.26
Demonstrate an understanding of America’s continued role in shaping the complex global community since September 11, 2001.Assess the results of American foreign policy relating to the Middle Eastern countries. Analyze both positive and negative aspects of the Internet and social networking in revolutionizing popular thought, and organizing people throughout the world. / Assess the influence of terrorist and extremist groups in the future.
Anticipate the future effects of conflicts and extremist groups.
Evaluate what role, technology, communications, transportations, information processing, weapon development, in conflict resolution. / Determine and assess the influence of terrorist and extremist groups on regional conflict.
Then anticipate the impact of these extremist groups on conflict.
Creation and completion of a multi-media presentation evaluating the role of technology, communication, transportation, information processing, and weapons development on conflict resolution as assessed byMulti-media presentation rubric.
TCS.MW.41
Compare the positive and negative impacts of technology on culture (e.g. social networking, delivery of news and public media, and intercultural communications). / Evaluate what role, technology, communications, transportations, information processing in conflict resolution. / Determine and assess the influence of terrorist and extremist groups on regional conflict.
DSS.9-12.14
Acquire a Diverse and Knowledgeable World View. Describe how characteristics of diverse world regions and individual communities contribute to varying world views. / Model development of personal goals for appropriate conflict resolution. / Given a twist within their conflict resolution scenario utilizing appropriate coping strategies to remain composed and focused and meet their personal goals using a self-evaluation and peer evaluation form.

Performance Objectives:

Know

Causes and consequences of historical and current conflicts and how they were resolved.

How to resolve conflict.

Role of technology, communication, transportation, information processing, and weapons development on conflict
resolution.

Examples of local, regional, and world conflicts and how they were resolved.

Negotiating points for a developing country.

Do

Complete a carousel report analyzing American involvement.

Fill out notes sheet for completion in a carousel

Complete aFrayer Diagramdefining personal, regional, and world conflict.

Create a graphic evaluating the role of technology, communication, transportation, information processing, and weapons
development on conflict resolution. (Multi-media presentation rubric)

Develop a position a position regarding one nation that is developing nuclear weapons, and formulate aplan of action
including incentives, to negotiate a peaceful resolution. (Culminating Project Handout)

Complete arating chartexamining the effectiveness of a government framework to negotiatepeace.

Hold a discussion on the effectiveness of a government framework to resolve conflict.

Anticipate the impact of these extremist groups on conflict.

Role play a conflict negotiation in culminating project. (Culminating project handout)

Driving Question: How has conflict resolution within our global community affected peace now and in the future?

Assessment Plan:

Major Group Products / Role play (Culminating project handout)
Create a graphic evaluating the role of technology, communication, transportation, information processing, and weapons development on conflict resolution. (Multi-media presentation rubric)
Major Individual Products / Cause and consequences graphic organizer of historical and current conflicts
Arating chartillustrating the effectiveness to resolve conflict within various government
frameworks
Graphic organizerLocal, Regional and World conflicts of the Middle Eastin which they identify examples of local, regional, and world conflicts and how they were resolved.

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.) / Collaboration / X / Written Communication
Critical Thinking & Problem Solving / X / Content Knowledge
Oral Communication / X / Other
Global Conflict Mediation Rubric / X
Other classroom assessments for learning: (Check all that apply) / Quizzes/ tests / X / Practice presentations / X
Self-evaluation / Notes
Peer evaluation / Checklists/observations
Online tests and exams / Concept maps / X
Reflections: / Survey / X / Focus Group
Discussion / X / Task Management Chart
Journal Writing/ Learning Log / X / Other

Map the Product: The culminating project handout defines the role the students will play.Divide students in groups based on learning style and preferences.Choose a nation that is currently developing nuclear armaments.This will make the role play more real for the students.Have groups develop their group contract which should have been taught before the project. Introduce the culminating project handout and rubric.Students will have acquired the content knowledge through the project.Have students begin researching the needs of this country to develop social, political, and economic incentives.Have the students prepare a plan with which to negotiate the end of nuclear weapon development.Next, have guest speakers come and work hand in hand with students on the skills needed to negotiate conflict.Also stress the importance of how to deal with unknown as in a twist.Students will then take their knowledge, notes on incentives to the role play to negotiate peace.

Product:

Knowledge and Skills Needed / Already Have Learned / Taught Before the Project / Taught During the Project
1.Where classroom resources are located / X
2. How to write a group contract. / X
3.Use and cite electronic and non-electronic resources. / X
4. How to think critically. / X
5.Students will have examined and analyzed thecauses and consequences of regional conflicts / X
6. Students will know how to analyze and explain the political, social and economic causes and consequences of American involvement in major conflicts. / X
7. Students will know how to demonstrate ways citizens can work cooperatively to resolve personal, local, regional, and world conflicts peacefully. / X
8. Students will know how to evaluate the role oftechnology in conflict resolution. / X
9. Students will research a nation developing nuclear weapons and develop a position on regarding their needs.Then formulate a plan including incentives to negotiate with the conflicting nation. / X
10. Participate in a role play where students use their plan to try to negotiate concession with the nation. / X
11. Use coping strategies when given a twist.

Resources: (All resources, handouts, assessment tools, etc. are added to the end of this document)

School-based Individuals:
Technology integration specialist
Media specialists
Social Studies Educators
Possibly school counselor to review coping strategies

Technology:
Internet capability
Web Sites (Suggested PBL Web Sites attached)

Community:
Panelists from school board, and or agency

Materials:
Graphic Organizers
Internet
Rubric
Rating Scales
Exit strategies

Manage the Process:

Phase 1: Pre-planning. This gives you time to prepare handouts, locate internet sites and place on favorite task bars.In addition, you can form groups for the PBL based on abilities, interests, and preferences.Also, you can schedule time if needed in computer labs for the research and investigate portions of the project.

Phase 2:Teachers begin by introducing entry event.Students and teacher should create a need –to-know list. You can use aKWL Chart;you should announce formed groups, and presentation schedules.This should include a flow chart or time table of milestones and due dates.Also, you should introduce the culminating project’s rubric and assess for comprehension of the rubric’s elements.Include direct instruction on creating a successful group contract.Students will then hold groups initial meetings.They will construct a group contract, and assign tasks.

1.Launch event

2.Form groups based on knowledge of abilities, interests and preferences.

3.Review timeline of due dates

4.Introduceculminating project rubric

5.Instruction in writing contracts

6.Students write their group contracts (Students define roles and responsibilities.)

Phase 3:Introduce vocabulary and teach vocabulary for this PBL.You can use several strategies to differentiate including…UseFrayer graphic organizerfor acquisition of vocabulary. Assessments can be conducted using exit strategies, and quizzes.

1.Direct Instruction of vocabulary,

2.Vocabulary Frayer

Phase 4:Student should now examine and list current and historical conflicts. Introduce and assign a cause and consequences graphic organizeridentifying and analyzing the political, social, and economic causes and consequences of Operation Desert Storm, Operation Enduring Freedom/Afghanistan military crisis, Operation Iraqi Freedom/War in Iraq. Students will utilize all classroom resources to complete the organizer. Students will share information using a report carousel. Each student will fill out notes sheet for completion. Observation of the carousel will determine comprehension.

1.Complete cause and consequences graphic organizer

2.Analysis of American involvement

3.Review of vocabulary

4.Carousel Report- Open discussion of the causes of the various conflicts and analysis of American involvement. (seeteaching strategies attachment.)

5.Assessment of key vocabulary.

It is valuable to model direct instruction of critical thinking using think aloud, or the “I do, we do, you do” strategy, if needed(teaching strategies attachment).

Phase 5Students will illustrate their understanding how conflicts are resolved. Students can complete a graphic representation in which they identify an example of a local, regional, and world conflictof the Middle East and determine how they were resolved and record on the local, regional and world conflict graphic organizer. Then students will investigate and organize information in the learning targets; and make comparisons between the effectiveness of conflict resolution based on the type of government in which it occurs. Use the rating guide to allow students to determine the effectiveness of the conflict resolution. Then hold a round table discussion in order to make comparisons between the students.

1.CompleteLocal, Regional, and World conflicts of the Middle Eastgraphic organizer.

2.Competerating chart

3.Hold round table discussion of results.

Phase 6:Students identify and explain what role, technology, communications, transportations, information processing, weapons development, in conflict resolution. Then they will create a multimedia project in which they evaluate the role of technology as it contributes to or helps resolve conflicts.You can score the completion of multi-media project using a rubric. (multimedia presentation rubric)

1.Research what role technology, communications, transportations, information processing, and weapons development play in conflict resolution.

2.Create a multimedia project.(multimedia presentation rubric)

Phase 7:Students will research and gather information and record information on terrorism, weapons of mass destruction, population growth, and religious conflict. Then they will formulate actions and anticipate the challenges of conflict resolution. Students will research and record the information in a graphic.

1.CompleteRole of Extremist in the Middle Eastgraphic organizer.

Phase 8:Instruction in conflict negotiation should be conducted.A guest speaker like a school counselor, local politician, or police negotiator can model how to negotiate using incentives and such.Also, students should be instructed on how to deal with the unexpected.Specifically, they should learn how to regroup, brainstorm, and have an opportunity to practice as a group.

1.Instruction on conflict negotiation.

2.Instruction in dealing with the unexpected.

Phase 9:Students will develop a position regarding one nation that is developing nuclear weapons, and formulate a plan of action including incentives, to negotiate a peaceful resolution. Students will demonstrate conflict resolution through a collaborative role play, in which they demonstrate, and utilize current and historical information. The role play rubric will assess their knowledge of economic, humanitarian, and technological incentives and conflict resolution skills. When given a twist, students will be able to apply coping strategies to regroup, and continue with negotiation. (The country with which you are negotiating can reflect current issues.)

1.Provide students withCulminating Project handout.

2.Research the nation that is developing nuclear weapons and develop a position on their needs.

3.Students will bring their plan and knowledge of conflict resolution to role play diplomacy with the conflicting nation.

4.Formulate action plan to present incentives to resolve this conflict. (Optional twist)

Project Reflection and Evaluation:

Students will complete theProject Evaluation.

Global Conflict Mediation Rubric
3 points / 2 points / 1 point / 0 points
Position Stated / Position stated correctly, with specific references to conflict. / Position stated correctly, but with general information related to conflict. / Position stated correctly, but with one or more mistakes in reference to conflict. / Position stated incorrectly.
Caucus / Worked to communicate and brainstorm with members of opposing factions. / Worked to communicate and brainstorm with members of similar delegates. / Worked passively to communicate and brainstorm during caucus sessions. / Remained idle or indifferent during caucus sessions.
Offers economic, humanitarian, and technological incentives. / Offered several creative incentives that are relevant to the country's needs to reach resolution. / Offered some incentives that relevant to the country's need to reach resolution. / Offered few incentives that are that are relevant to the country's need to reach resolution. / Offered no incentives to reach resolution.
Effort To Reach Agreement / Came up with sound proposal ideas two or more times. / Came up with a sound proposal idea. / Participated in discussions about possibilities for agreement. / Did not attempt to reach agreement.
Quality of Effort To Reach Agreement / Ideas involved views of all delegates and involved all relevant issues / Ideas involved views of some delegates and/or involved at least one relevant issue. / Ideas showed a basic understanding of the problem. / Did not attempt to reach agreement.
Applying coping strategies when given a twist. / Delegates apply coping strategies, decide to regroup and begin brainstorm again to address the new information. / Delegates apply some coping strategies, try to to regroup and address the new information. / Delegates try to apply coping strategies but cannot regroup and fail to address the new information. / Delegates become flustered and cannot regroup and fail to address the new information.
Overall knowledge / Excellent; had specific knowledge of self and other characters and the problem at hand. / Good; had specific knowledge of self and the problem at hand. / Adequate; understood problem at hand / Poor; had little to no knowledge
The Agreement Itself / Plausible; took all views into consideration; used creative or inventive ideas. / Plausible; took all views into consideration. / Plausible; took more ideas from one point of view than others. / Not plausible and possible irrelevant
OR
No agreement reached.

Name ______Frayer Model

Date ______

Definition
/ Picture
Examples / Non-Examples
Definition
/ Picture
Examples / Non-Examples

Local, Regional, and World Conflicts in the Middle East

Directions: Research and identify one example of a local, regional and world conflict in the Middle East. Then record where, when, who and what caused the conflict. Then record how the conflict was resolved.

Who was involved? / Where did the conflict take place? / When did the conflict take place? / What caused the conflict? / Resolution
Local
Regional
World

Multi-media Presentation Rubric

Student Name______

4=exceptional

• The presentation specifically identifies 5 historical and current conflicts and how they were resolved.
• The presentation clearly states what role technology, communication, transportation, information processing, or weapons development played in the resolution.
• The presentation gives specific information to support the conclusions that are drawn and described.
• The multimedia aspect is organized, attractive, and easy to follow. There are no errors that distract from the presentation.
• The presenter had rehearsed, and could answer questions from the audience.

3=good