Transcript Gorbachev - Florida Gulf Coast University

Florida Gulf Coast University
Lecture Series
Presents
General Colin Powell
Friday, March 23, 2007
Alico Arena, 6:00 pm
Diplomacy: Persuasion, Trust & Values
An Interdisciplinary Unit Plan
Secondary Curriculum Resource
Unit Overview: Diplomacy
Persuasion
Values
Trust
Unit Content
General
Colin
Powell's
Diplomacy
Lesson 1
Persuasion
Introduction:
Biographical
Aspects
Lesson 3
Trust
Lesson 2
Values
Introduction
“Challenge young people by having high
expectations of them; engage them with
the opportunity to realize those
expectations through constructive,
character-building activities.”
—Colin Powell
Introduction:
Websites with General Colin Powell’s
Biographical Aspects
• Academy of Achievement
http://www.achievement.org/autodoc/page/pow0bio-1
• The White House
http://www.whitehouse.gov/government/powell-bio.html
• US Department of State
http://www.state.gov/secretary/former/40385.htm
• Answers.com
http://www.answers.com/topic/colin-powell
Lesson One:
Persuasion
“Challenge young people by having high expectations of them;
engage them with the opportunity to realize those expectations
through constructive, character-building activities.”
-Colin Powell
Political and
Diplomatic
History:
War and Civil
Conflict
Intellectual and
Cultural History:
Economic
Globalization
Social and
Economic History:
Growth, Competition,
and Interdependence
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Main Concepts and Activities
The following concepts have been obtained from: Kagan, Ozment, and Turner
– Intellectual and Cultural History
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Concepts
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Activity
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Group PowerPoint Presentation that explores, compares, and contrasts the impact of Globalization on a both a
“Developing” and “Developed” Nation
Political and Diplomatic History
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Concepts
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The rise and functioning of the modern state in its various forms
Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence
The evolution of political elites and the development of political parties and ideologies
The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority; political
persecutions
The growth and changing forms of nationalism
Forms of political protest, reform, and revolution
Relationship between domestic and foreign policies
Efforts to restrain conflict: treaties, balance of power, diplomacy, and international organizations
War and civil conflict: origins, developments, technology, and their consequences
Activity
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Scientific and technological developments and their consequences
Major trends in literature and the arts
Intellectual and cultural developments and their relationship to social values and political events
Developments in social, economic, and political thought
Developments in literacy, education, and communication
The diffusion of new intellectual concepts among different social groups
Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual
Impact of global expansion on European culture
Video Interviews: Explore the impact of the war in Iraq by performing Video Interviews of People in your community
Social and Economic History
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Concepts
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The role of urbanization in transforming cultural values and social relationships
The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty
The development of commercial practices and their economic and social impact
The origins, development, and consequences of industrialization
Changes in the demographic structure of Europe, their causes and consequences
Gender roles and their influence on work, social structure, family structure, and interest group formation
The growth of competition and interdependence in national and world markets
Private and state roles in economic activity
Activity
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Public Awareness Campaign: Students will create a campaign about the growth of competition and interdependence
in national and world markets
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Assessment: Rubistar.com
– Multimedia Project Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
– Collaborative Work Skills Rubric
http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html
– Video Production Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
– Public Awareness Campaign Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
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Technology:
– Available Internet Websites
– Global Economics: http://www.andover.edu/iap/gecp/lessonplans.htm
– Globalization 101
http://www.globalization101.org/teachers/all.asp?PHPSESSID=760
– National Council for Economic Education http://www.ncee.net/
– International Crisis http://www.crisisgroup.org/home/index.cfm?id=3956&l=1
– Military Charts Movement of Conflict in Iraq Toward Chaos
http://www.nytimes.com/2006/11/01/world/middleeast/01military.html?ex=132003
7200&en=9888d540b033a8e5&ei=5088&partner=rssnyt&emc=rss
– Beyond Economic Growth and Globalization
http://www.worldbank.org/depweb/beyond/global/chapter12.html
– Mutual Interdependence: Asia and the World Economy
http://www.imf.org/external/np/speeches/2005/063005.htm
• Modifications/ Adaptations
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LEP student- let them study another country and do research in their native language
Provide a translator
Use a buddy system to help students with special needs
• Related Sunshine State Standards
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FL.SS.A.1.4.1...understands how ideas and beliefs, decisions, and chance events have been
used in the process of writing and interpreting history.
FL.SS.B.2.4The student understands the interactions of people and the physical
environment.
FL.SS.C.1.4The student understands the structure, functions, and purposes of government
and how the principles and values of American democracy are reflected in American
constitutional government.
FL.SS.D.2.4The student understands the characteristics of different economic systems and
institutions.
• Resources for this lesson:
– Western Heritage
http://www.phschool.com/advanced/lesson_plans/hist_kagan_2001/lesson09.html
– Wide angle global classroom
http://www.pbs.org/wnet/wideangle/classroom/5lp1.html
Social Studies Lesson Plans http://www.col-ed.org/cur/social.html
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– Persuasion Lesson Plan
http://www.phschool.com/advanced/lesson_plans/hist_kagan_2001/lesson07.html
Lesson Two:
Values
“Challenge young people by having high expectations of them;
engage them with the opportunity to realize those expectations
through constructive, character-building activities.”
-Colin Powell
National Values
Social Values
Cultural Values
Personal Values
Lesson 2: Values
G overnment
Accountability
Democratic
Decision
Making
Individual
and
Collective
Initiative
Popular
Sovereignty
National
Historical
Factors
Values
Societal
Rights
Social and
Economic
Evolution
Privacy
What is Moral
Pursue
Equality
Personal
Personal
Meaning
O penness to
learning
Environmental
Adaptation
Cultur al
A Principle
A Belief
A Philosophy
Social
Individual
Uniqueness
Ethical
Behavior
Intercultural
Connections
Introduction to Lesson 2:
What are Values
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Values are principles, standards or qualities considered worthwhile or desirable by
the person who holds them.
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Abstract ideas about what a society believes to be good, right, and desirable.
Those qualities of behavior, thought, and character that society regards as being intrinsically
good, having desirable results, and worthy of emulation by others.
Assumptions, convictions, or beliefs about the manner in which people should behave and
the principles that should govern behavior.
Values are our subjective reactions to the world around us. They guide and mold our
options and behavior. Values have three important characteristics.
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First, values are developed early in life and are very resistant to change. Values develop out
of our direct experiences with people who are important to us, particularly our parents.
Values rise not out of what people tell us, but as a result how they behave toward us and
others.
Second, values define what is right and what is wrong. Notice that values do not involve
external, outside standards to tell right or wrong; rather, wrong, good or bad are intrinsic.
Third, values themselves cannot be proved correct or incorrect, valid or invalid, right or
wrong. If a statement can be proven true or false, then it cannot be a value. Values tell what
we should believe, regardless of any evidence or lack thereof.
Reference for this information
http://www.valueseducation.edu.au/values/default.asp?id=8758
Lesson 2
Framework
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Time Required for the Lesson: 4 Sessions- 45 minutes each
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Main Concepts
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National Values
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Cultural Values
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Environmental Adaptation
Social and Economic Evolution
Historical Factors
Intercultural
Social Values
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Democratic Decision Making
Popular Sovereignty
Governmental Accountability
Individual and Collective Initiative
What is Moral
Societal Rights
Pursue Equality
Personal Values
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Personal Meaning
Individual uniqueness
Openness to learning
Ethical Behavior
Main Concepts and Activities
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Concept
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National Values: Students will learn about the importance of principles such as democratic decision making and popular sovereignty;
government accountability; civility, truth-telling and respect for the law; the value of individual and collective initiative and effort; concern for the
welfare, rights and dignity of all people.
Activity
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Town Meeting Simulation Integrates Creative Drama and Social Studies
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Drafting the Constitution: This lesson integrated Visual Arts, History, and Social Studies
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Cultural Values: A strong cultural identity enables individuals to become independent and self-reliant people who function in their own
environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack
skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial
domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which
undermines their own cultural identity. How Cultural Values are formed
Activity
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Poetry Lesson Integrates Social Studies, Language Arts , and History Students create a poem about them and how they change and adapt to
their environment
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Simulation of how it would be to live with poor water quality- Lesson integrates Social studies, Science, Creative Drama
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Cultural Tapestry integrates Geography, social studies, language arts, science, and math
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In this lesson young students will use a variety of media to explore culture as the sum of learned patterns of behavior, institutions, values, and belief
systems. Students will learn how to identify, compare, and appreciate the cultural characteristics of different regions and people.
Social Values: A social value typically lasts from 20 to 50 years. Changes in social values occur, to name a few reasons, because of (a)
scientific findings, (b) evolution of religious beliefs, (c) changes in moral values, (d) the persistence of vision-driven advocates, (e) media, (f)
changes in the economy, (g) technological innovation, (h) demographic shifts, or (i) for no discernible reason at all.
Establishing Classroom Rules: Learning about our American History and our United States Constitution can be fun as well as educational. As a
teacher, I want these areas to become alive for my students, to convince my students that everyday they are living a part of history of our
country and how these historical events have effected their own lives. I do this by not only lecturing, assigning paperwork but by various
activities and projects.
Research & discuss articles on urban poverty, economic opportunity & the distribution of local, state & national resources.
Concept
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Purpose: Understand the need to secure resources and how this forges our value system
Activity
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Purpose Understand the concept of adaptation and how this forges our value system
Concept
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PURPOSE: Analyze how Congress, under the Constitution, responds to contemporary issues
Concept
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PURPOSE: Students are to use discussion, negotiation, and political skill to make a group decision.
Personal Values: The acceptance and respect of self, resulting in attitudes and actions that develop each person’s unique potential — physical,
emotional, aesthetic, spiritual, intellectual, moral and social. Encouragement is given to developing initiative, responsibility, ethical discernment,
openness to learning and a sense of personal meaning and identity.
Activity
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Write own opinion papers either for or against national identification cards.
Search and Seizure Debate: A vehicle for a discussion of student rights, search and seizure issues and the "delicate balance" between
individual freedoms and society's needs
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Assessment: Rubistar.com
– Class Debate Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
– Multimedia Project Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
– Poetry Rubric http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html
– Persuasive Essay Rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1&PHPS
ESSID=a15a557e8bb8dc2541fec56497e6352e#01
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Technology:
– Available Internet Websites
– Popular Sovereignty
http://www.basiclaw.net/Principles/Popular%20sovereignty.htm
– Individual Vs Collective Innitiatives
http://www.laetusinpraesens.org/docs/gorbdemo.php
– Democratic Decision Making
http://www.goer.state.ny.us/train/onlinelearning/FTMS/500s4.html
– Government accountability http://www.gao.gov/
– Environmental Adaptation
http://www.mines.edu/fs_home/jsneed/courses/LISS.38083/LISS.380/index.shtml
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Modifications/ Adaptations
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Related Sunshine State Standards
–
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–
•
LEP student- let them study another country and do research in their native language
Provide a translator
Use a buddy system to help students with special needs
FL.SS.C.1.3The student understands the structure, functions, and purposes of government
and how the principles and values of American democracy are reflected in American
constitutional government.
FL.SS.C.2.3The student understands the role of the citizen in American democracy.
FL.SS.C.1.3The student understands the structure, functions, and purposes of government
and how the principles and values of American democracy are reflected in American
constitutional government
FL.SS.A.3.3.1...understands ways in which cultural characteristics have been transmitted
from one society to another (e.g., through art, architecture, language, other artifacts,
traditions, beliefs, values, and behaviors).
Resources for this lesson:
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http://www.mrdonn.org/government.html#system
Social Studies Lesson Plans http://www.usask.ca/education/ideas/tplan/sslp/sslp.htm
Cultural Tapestry Lesson
http://www.nationalgeographic.com/xpeditions/lessons/10/g35/tapestry.html
Search and Seizure Lesson Plan http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0036.html
We the People Lesson Plan: http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0050.html
Lesson Three:
Trust
“Challenge young people by having high expectations of them;
engage them with the opportunity to realize those expectations
through constructive, character-building activities.”
-Colin Powell
Pre-Lesson
Activities:
Post-Lesson
Activities:
KWL Chart
Vocabulary Building
Class Discussion
Poem Book
KWL Chart Review
Assessment
Lesson Activities:
Poem Writing
Poem Sharing
Extended Learning
 Materials:
• Pencil or Pen
• Lined Notebook Paper
• Construction Paper
• Markers, Crayons, Colored Pencils, Paint, and Other Art Supplies
• Chalkboard, Dry Erase Board or Smart Board
• Chalk or Dry Erase Markers
• Computers with Internet Capabilities
• Teacher Approved Articles and Books on General Powell
 Time:
• Three Day Unit, 45 minutes each day
 Create a Rubric for the following Activities:
• A rubric that contains the guidelines and assessment criteria for how each individual
student participates in the KWL chart and classroom discussions.
• A rubric that contains the guidelines and assessment criteria for how each individual
student participates in group and paired activities.
• A rubric that contains guidelines for how to share and display group poems and poem book.
• A rubric that contains guidelines and assessment criteria for any post or extension
activities.
 Pre-Lesson Activities (Day One)
1) Students will conduct a KWL chart to determine (1) What they KNOW, (2) What they
WANT to Know, and (3) What they LEARNED. The teacher will write student ideas on the
board as a starting point for the class discussion and introduction to the unit. The teacher
will select a recorder for each class to copy down the ideas to save for follow-up activities.
2) Students will be given five minutes to brainstorm and write down what they believe the
word “trust” means without using dictionaries, one another, or other reference materials.
3) Students will be given ten minutes to write down U.S. and world leaders who they “trust”
without using dictionaries, one another, or other reference materials. The teacher will
conduct a class discussion on the various ideas of trust as well as who and why student’s
selected particular leaders they trust. The teacher will then utilize other research materials,
articles, and books to discuss General Powell with the students.
4) The teacher will list the most common student ideas of trust on the board to assist
students in developing a definition and determining trusted U.S. and world leaders.
5) After sharing, the teacher will provide a definition of trust so that students can compare
their ideas with a dictionary or stark definition. The teacher will display information in
multiple forms including brainstorming webs, graphic organizers, lists, and outlines.
 Lesson Activity (Day Two)
Activity: Poem Writing
1)
Students will read through teacher approved articles and books written by or about General
Powell. Students will independently select one to two sentences or parts of a sentence that
they believe embody the message of “trust.” Students will then be placed in small groups as
determined by the teacher to share their selected sentences. Together, the group of students
will make a single group poem by combining all of their sentences together. Each group can
decide how to place the individual sentences together as well as decide how they would like to
present their poem to the class through drama, dance, technology, media, oral presentation,
etc… Students will then use construction paper to write their group poem and will decorate
the construction paper with art supplies. The teacher will collect all poems from each class
and bind them into a Poem Book for his or her classes to utilize in Day Three.
2)
For extended learning, the teacher may assign individual students, pairs of students, or
groups of students to conduct a research project on U.S. and world leaders that their class
felt were trustworthy. Students could also develop posters with key findings, conduct an
oral presentation, or use PowerPoint to assist in presenting their findings to the class.
 Post-Lesson Activities (Day Three)
1) The teacher will share the Poem Book with each of his/her classes. Students will compare
differences between their poems and discuss key commonalities.
2) Students will revisit their KWL chart to determine (1) if what they KNEW was correct, (2) if
they learned what they WANTED to know, and (3) determine what they LEARNED.
3) Students will be given the teacher made assessment based on the teacher created rubric.
 Technology
o Conduct a web search on the following concepts:
• Writing Poetry
• Creative Thinking
• Creative Writing
• Trust Activities
• Building Relationships
• The National Writing Project
 Integrated Curriculum Strategies
• Think-Pair Share Activities
• Jigsaw Teaching Strategies
• Brainstorming, Graphic Organizers, and Outline Strategies
• Group Work, Individual Work, and Paired Work

Modifications
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For Different Learning Abilities:
1. Modify the specificity of the content, processes, products, rubrics or assessments to
meet individual student needs.
2. Require one product per group or pair rather than per individual student.
3. Allow students to chose among activities that best suit their learning abilities.
•
For Second Language Learners (SLL):
1. Have instructions in Spanish or Haitian Creole
2. Pair a student with a buddy
3. Request that your onsite Spanish Resource Teacher be present during the unit
 Sunshine State Standards
o Reading
oStandard 1: The student uses the reading process effectively (LA.A.1.4)
•Selects and uses prereading strategies that are appropriate to the text, such as
discussion, making predictions, brainstorming, generating questions, and
previewing, to anticipate content, purpose, and organization of a reading
selection.
•Applies a variety of response strategies, including rereading, note taking,
summarizing, outlining, writing a formal report, and relating what is read to
his or her own experiences and feelings.
 Sunshine State Standards continued…
o Reading
o Standard 2: The student constructs meaning from a wide range of texts (LA.A.2.4)
• Locates, gathers, analyzes, and evaluates written information for a variety of types
of written material.
• Identifies devices of persuasion and methods of appeal and their effectiveness.
• Synthesizes information from multiples sources to draw conclusions.
o Writing
o Standard 1: The student uses writing processes effectively (LA.B.1.4)
• Selects and uses appropriate prewriting strategies, such as brainstorming, graphic
organizers, and outlines.
oStandard 2: The student writes to communicate ideas and information effectively
(LA.B.2.4)
• Writes text, notes, outlines, comments and observations that demonstrate
comprehension and synthesis of content, processes, and experiences from a variety
of media.
• Organizes information using appropriate systems.
• Writes fluently for a variety of occasions, audiences, and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
Extra References
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Colin Powell's Journey from 'Soldier' to Statesman (National Public Radio)
– http://www.npr.org/templates/story/story.php?storyId=6470616
•
Interview With Regis Le Sommier of Paris Match (note: the French version
of “My American Journey.” is titled “L’enfant du Bronx.”)
– http://www.state.gov/secretary/former/powell/remarks/40008.htm
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Quotations from Chairman Powell: A Leadership Primer (by Oren Harari)
– http://www.govleaders.org/powell.htm
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Books Available at the FGCU Bookstore:
– http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?st
oreId=10311&langId=-1&catalogId=10001
– “My America Journey” by Colin Powell with Joseph Persico (Ballantine
Books, June 1996)
– “The Leadership Secrets of Colin Powell” by Oren Harari (McGraw-Hill,
2002)
– “Soldier: The Life of Colin Powell” by Karen DeYoung (Knopf, 2006)