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:
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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)
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Website
Source #2
Website
Source #3
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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
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
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,
• summarizesinformation 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,
• summarizesinformation 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 nonIranian and minimal implications for the Nuclear Agreement.
3-4
The student:
• analyses concepts, issues, models,
visual representation and theories,
• summarizesinformation 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,
• summarizesinformation 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 nonIranian 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 nonIranian 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.
