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Year 9 Citizenship Homework Project (30 th October – 13 th November) The Brief You are currently studying terrorism using case studies. For this project you will be investigating another type of conflict (not a single terrorist event), and you will be creating an informative guide to demonstrate what you have learnt. Your guide will have in depth background knowledge of what has led to this conflict, lots of research and most importantly, your own opinion on how it has been dealt with. You should select from one of the conflicts detailed in this brief, but you may pick another if your teacher approves it. Suggested conflicts (open to a suitable alternative) Syria Iraq Turkey Libya Afghanistan Palestine/Israel Columbia Northern Ireland What to include Maps and photos/pictures to illustrate to the reader A detailed background and overview of the conflict (NOT copied or WIiki’d) Working towards grade 2-9 MUST answer the following as a minimum. What led to the conflict? (politics, religion, land and resources or something else) Was there a ‘trigger’ event that set it off? Did it build up for a long time? Who was involved? What did each side want? What happened during? Fighting? War? Planes? Ships? Armies? How many people were killed? What were the short term effects? What were the long term effects? How did the rest of the world react? What effect has this conflict had? Is it resolved? If not, why not? What is stopping it? How was it resolved? Did each side get what they wanted? Did any other country or organisation get involved?

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Page 1: Year 9 Citizenship Homework Project - Fulston Manor School€¦ · Year 9 Citizenship Homework Project ... citizenship issue. Compares alternative views in an insightful way. Links

Year 9 Citizenship Homework Project

(30th October – 13th November)

The Brief

You are currently studying terrorism using case studies. For this project you will be investigating another type of

conflict (not a single terrorist event), and you will be creating an informative guide to demonstrate what you have

learnt. Your guide will have in depth background knowledge of what has led to this conflict, lots of research and

most importantly, your own opinion on how it has been dealt with. You should select from one of the conflicts

detailed in this brief, but you may pick another if your teacher approves it.

Suggested conflicts (open to a suitable alternative)

Syria

Iraq

Turkey

Libya

Afghanistan

Palestine/Israel

Columbia

Northern Ireland

What to include

Maps and photos/pictures to illustrate to the reader

A detailed background and overview of the conflict (NOT copied or WIiki’d)

Working towards grade 2-9 MUST answer the following as a minimum.

What led to the conflict? (politics, religion, land and resources or something else)

Was there a ‘trigger’ event that set it off? Did it build up for a long time?

Who was involved?

What did each side want?

What happened during? Fighting? War? Planes? Ships? Armies?

How many people were killed?

What were the short term effects?

What were the long term effects?

How did the rest of the world react?

What effect has this conflict had?

Is it resolved? If not, why not? What is stopping it?

How was it resolved? Did each side get what they wanted?

Did any other country or organisation get involved?

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Working towards grade 5-9 must also answer the evaluation question as well. Grades 2-4 please

attempt if you have time.

– EVALUATION QUESTION - Was enough done to resolve this conflict? Was enough help offered by other countries and organisations, eg the UN? Were any of the following used; Strategies for solving conflict, create conflict resolution plan, use prompts such as referendums, voting, public scrutiny, public enquiries, negotiation, mediation, international agreements, treaties

Working towards grade 7-9 must answer this question as well. Grades 2-6 please attempt if you have time. – COMPARATIVE ANALYSIS QUESTION- Compare this conflict to another (you do not need the detail as for

your original piece, pick key elements that you can compare and contrast). For example, compare and analyse how each was dealt with by the international community; what response has each had in the media etc.

How to present-

This should be presented as a formal case study; you could create a booklet or put into plastic wallets or

folders. This project should be a minimum of 1000 words. It can be typed or handwritten, it could be a

mixture of both.

You MUST include your own opinion; this will help you to achieve a top level answer. Please do not copy

information from the internet; put it into your own words and ensure that it is written in full sentences.

This is a formally assessed piece of work and should be treated as such.

Please see your teacher for any help or guidance- helpful websites are listed below. You may find the

level descriptions in the same folder as this brief.

Any questions, please ask your Teacher!

HANDING IN-

Your work should be stapled together and have a covering sheet with your name and class on it, eg Mickey

Mouse, 9UL, Miss Jeffery.

Your teacher will leave a box clearly labelled in their room, you must deposit your work in the box by Friday 21st

October at 3.15pm. If you are unable to complete this work, please see your teacher ASAP. If you will not be

handing the work in you need to collect a green ‘homework slip’ from the notice board outside S4 and fill this in

for your teacher instead.

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KS3 Assessment Objectives: Citizenship

AO1- Demonstrate knowledge and understanding of citizenship concepts, terms and issues.

AO2- Apply knowledge and understanding of citizenship concepts, terms and issues to contexts and actions.

AO3- Analyse and evaluate a range of evidence relating to citizenship issues, debates and actions, including different viewpoints, to develop reasoned, coherent arguments and make substantiated judgements.

Working towards 9;

Insightful, sustained

Shows an insightful understanding of the concepts and issues.

Demonstrates a sustained use of appropriate key terminology.

References primary and secondary sources correctly.

Applies knowledge in an insightful way, demonstrating a wider understanding of the issues and concepts.

Relates to the students’ own actions or investigations.

Student is drawing clear and concise links between actions and outcomes.

Student uses evidence or case studies in a sustained way which demonstrates both their higher level of understanding and their empathy towards to topic.

Insightful and sustained analysis of a wide range of evidence and views related to the citizenship issue.

Compares alternative views in an insightful way.

Links are drawn between different concepts and wider knowledge; these links are explained to an excellent level.

Arguments are consistently well presented and supported; demonstrates an exceptional understanding of the differing arguments.

Conclusions are drawn and judgements are substantiated using examples and case studies, student shows own knowledge; work is evaluated to a high level.

Working towards 8; Sophisticated, systematic

Student shows a sophisticated understanding of the concepts, terms and issues.

Key terminology is used consistently, as are sources.

Applies knowledge in a sophisticated way, demonstrating a wider understanding of the issues and concepts.

Offers developed and reasoned justifications for making links between concepts/terms and actions or events.

Case studies and examples are presented, and have clearly been considered.

Sophisticated and systematic analysis of a range of evidence and views related to the citizenship issue.

Compares alternative views in a sophisticated way.

Links are drawn between different concepts and a wider knowledge is evident; these links are explained to a high level.

Arguments are consistently well presented and supported; demonstrates a sophisticated knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies (may present some from own knowledge); work is evaluated well.

Working towards 7; Perceptive, precise

Student shows a perceptive understanding of the concepts, terms and issues.

Key terminology is detailed and used appropriately.

Sources are used to support in a precise way.

Student applies knowledge in a precise way, demonstrating a perceptive understanding of the issues and concepts.

Gives reasons for making links between concepts/terms and actions or events.

Case studies and examples are presented and appropriate, but may not always be fully developed or justified.

Perceptive and precise analysis of evidence and views related to the citizenship issue.

Compares alternative views in a perceptive way.

Links are drawn between different concepts and a wider knowledge may be evident; these links are explained to a good level.

Arguments are mostly well presented with support; demonstrates a perceptive knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies; work is evaluated.

Working towards 6; Confident, detailed

Student shows a detailed understanding of the concepts, terms and issues.

Key terminology is detailed and used with confidence, as are sources.

Student applies knowledge in a detailed way, demonstrating a good understanding of the issues and concepts.

Attempts to justify links between concepts/terms and actions or events.

Detailed and confident exploration of the views related to the citizenship issue.

Considers the similarities and differences between alternative views with confidence.

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Case studies and examples are presented and appropriate, but not fully developed or justified.

Links may be drawn between different concepts and a wider knowledge might be hinted at; these links are explained well.

Arguments are mostly well presented with support; demonstrates a detailed knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies; work has evaluative comments present, and has been presented confidently.

Working towards 5; Clear, relevant

Student shows a clear understanding of the concepts, terms and issues.

Key terminology is relevant, as are sources.

Student applies knowledge in a clear way, demonstrating an understanding of the issues and concepts.

May attempts to justify links between concepts/terms and actions or events.

Case studies and examples are presented and relevant; comments will be made as to their relevance.

Clear consideration of the relevant of the views related to the citizenship issue.

Considers the similarities and differences between alternative views.

Links may be drawn between different concepts; these links are explained moderately well and in a clear manner. Some information may be missing.

Arguments are mostly well presented with some support; demonstrates knowledge of the differing view points.

Conclusions are drawn and judgments may be supported with relevant case studies; work has evaluative comments present.

Working towards 4; Some, basic

Student can describe concepts, terms and issues in an elementary way .

Use of key terminology is basic; sources may be referred to in a rudimentary way.

Student applies some knowledge in a basic way, demonstrating some understanding of the issues and concepts.

Case studies and examples may be presented without much detail or justification, though are likely relevant.

Student recognises differing views on the concept or issue, offers a basic explanation.

Student may attempt to link concepts and issues to events in a basic way. Information will be missing, but can likely be inferred.

Arguments will be basic and lacking in developed discussion. May develop an alternative view in a brief way.

May offer support for own and alternative view in an undeveloped manner.

Conclusions are drawn and basic; detail is missing. Should offer own opinion.

Working towards 3; Simple, straightforward

students can give simplistic definitions for some concepts, terms and issues.

Use of key terminology is simple.

Student attempts to apply some knowledge in a simplistic way.

Case studies and examples may be presented in a straightforward way.

Student may recognise a view different to their own. This will be explained simplistically.

Arguments will be simple and lacking in developed discussion.

Conclusions are drawn and basic; detail is missing. May offer own opinion.

Working towards 2; Limited

Limited understanding of different concepts, terms and issues.

Limited attempt to apply knowledge.

Case studies or examples will be referenced in a limited way.

Limited attempts to make comparisons of different views.

May refer to their own opinion with limited detail and/or support.

Limited and brief conclusions are drawn.

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KS3 Assessment Objectives: Citizenship

AO1- Demonstrate knowledge and understanding of citizenship concepts, terms and issues.

AO2- Apply knowledge and understanding of citizenship concepts, terms and issues to contexts and actions.

AO3- Analyse and evaluate a range of evidence relating to citizenship issues, debates and actions, including different viewpoints, to develop reasoned, coherent arguments and make substantiated judgements.

Working towards 9;

Insightful, sustained

Shows an insightful understanding of the concepts and issues.

Demonstrates a sustained use of appropriate key terminology.

References primary and secondary sources correctly.

Applies knowledge in an insightful way, demonstrating a wider understanding of the issues and concepts.

Relates to the students’ own actions or investigations.

Student is drawing clear and concise links between actions and outcomes.

Student uses evidence or case studies in a sustained way which demonstrates both their higher level of understanding and their empathy towards to topic.

Insightful and sustained analysis of a wide range of evidence and views related to the citizenship issue.

Compares alternative views in an insightful way.

Links are drawn between different concepts and wider knowledge; these links are explained to an excellent level.

Arguments are consistently well presented and supported; demonstrates an exceptional understanding of the differing arguments.

Conclusions are drawn and judgements are substantiated using examples and case studies, student shows own knowledge; work is evaluated to a high level.

Working towards 8; Sophisticated, systematic

Student shows a sophisticated understanding of the concepts, terms and issues.

Key terminology is used consistently, as are sources.

Applies knowledge in a sophisticated way, demonstrating a wider understanding of the issues and concepts.

Offers developed and reasoned justifications for making links between concepts/terms and actions or events.

Case studies and examples are presented, and have clearly been considered.

Sophisticated and systematic analysis of a range of evidence and views related to the citizenship issue.

Compares alternative views in a sophisticated way.

Links are drawn between different concepts and a wider knowledge is evident; these links are explained to a high level.

Arguments are consistently well presented and supported; demonstrates a sophisticated knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies (may present some from own knowledge); work is evaluated well.

Working towards 7; Perceptive, precise

Student shows a perceptive understanding of the concepts, terms and issues.

Key terminology is detailed and used appropriately.

Sources are used to support in a precise way.

Student applies knowledge in a precise way, demonstrating a perceptive understanding of the issues and concepts.

Gives reasons for making links between concepts/terms and actions or events.

Case studies and examples are presented and appropriate, but may not always be fully developed or justified.

Perceptive and precise analysis of evidence and views related to the citizenship issue.

Compares alternative views in a perceptive way.

Links are drawn between different concepts and a wider knowledge may be evident; these links are explained to a good level.

Arguments are mostly well presented with support; demonstrates a perceptive knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies; work is evaluated.

Working towards 6; Confident, detailed

Student shows a detailed understanding of the concepts, terms and issues.

Key terminology is detailed and used with confidence, as are sources.

Student applies knowledge in a detailed way, demonstrating a good understanding of the issues and concepts.

Attempts to justify links between concepts/terms and actions or events.

Detailed and confident exploration of the views related to the citizenship issue.

Considers the similarities and differences between alternative views with confidence.

Page 6: Year 9 Citizenship Homework Project - Fulston Manor School€¦ · Year 9 Citizenship Homework Project ... citizenship issue. Compares alternative views in an insightful way. Links

Case studies and examples are presented and appropriate, but not fully developed or justified.

Links may be drawn between different concepts and a wider knowledge might be hinted at; these links are explained well.

Arguments are mostly well presented with support; demonstrates a detailed knowledge of the differing view points.

Conclusions are drawn and judgments are supported with relevant case studies; work has evaluative comments present, and has been presented confidently.

Working towards 5; Clear, relevant

Student shows a clear understanding of the concepts, terms and issues.

Key terminology is relevant, as are sources.

Student applies knowledge in a clear way, demonstrating an understanding of the issues and concepts.

May attempts to justify links between concepts/terms and actions or events.

Case studies and examples are presented and relevant; comments will be made as to their relevance.

Clear consideration of the relevant of the views related to the citizenship issue.

Considers the similarities and differences between alternative views.

Links may be drawn between different concepts; these links are explained moderately well and in a clear manner. Some information may be missing.

Arguments are mostly well presented with some support; demonstrates knowledge of the differing view points.

Conclusions are drawn and judgments may be supported with relevant case studies; work has evaluative comments present.

Working towards 4; Some, basic

Student can describe concepts, terms and issues in an elementary way .

Use of key terminology is basic; sources may be referred to in a rudimentary way.

Student applies some knowledge in a basic way, demonstrating some understanding of the issues and concepts.

Case studies and examples may be presented without much detail or justification, though are likely relevant.

Student recognises differing views on the concept or issue, offers a basic explanation.

Student may attempt to link concepts and issues to events in a basic way. Information will be missing, but can likely be inferred.

Arguments will be basic and lacking in developed discussion. May develop an alternative view in a brief way.

May offer support for own and alternative view in an undeveloped manner.

Conclusions are drawn and basic; detail is missing. Should offer own opinion.

Working towards 3; Simple, straightforward

students can give simplistic definitions for some concepts, terms and issues.

Use of key terminology is simple.

Student attempts to apply some knowledge in a simplistic way.

Case studies and examples may be presented in a straightforward way.

Student may recognise a view different to their own. This will be explained simplistically.

Arguments will be simple and lacking in developed discussion.

Conclusions are drawn and basic; detail is missing. May offer own opinion.

Working towards 2; Limited

Limited understanding of different concepts, terms and issues.

Limited attempt to apply knowledge.

Case studies or examples will be referenced in a limited way.

Limited attempts to make comparisons of different views.

May refer to their own opinion with limited detail and/or support.

Limited and brief conclusions are drawn.