Highschool level
MME FST Outline and Rubric CHZ47 - Modern Middle East 2021 Final Summative Task For the Final Summative Task (FST) in Modern Middle East, each student is required to complete a persuasive research essay of 5-6 pages that will incorporate a minimum of three scholarly/academic sources. The MME FST will be worth 30% of your overall grade. Students are required to choose an essay question from the list below. These essay questions cover a variety of topics and themes across both semesters of the course. The final ISP should include a cover page with the course code, name of the student, and date. The essay should be typed in size 12 font, Times New Roman, double-spaced, 1-inch margins. The essay should include footnotes and a bibliography in Chicago format. Essay Questions: 1. Who is the most consequential figure in the development of the Modern Middle East? 2. What is the primary obstacle to peace in the Middle East? Scholarly/Academic Sources “Scholarly sources (also referred to as academic, peer-reviewed, or refereed sources) are written by experts in a particular field and serve to keep others interested in that field up to date on the most recent research, findings, and news.” - Illinois Library What is not a scholarly source? ● Online encyclopedias (Britannica, etc.) ● News articles/articles from online news sites and newspapers For this FST, you are encouraged to use both scholarly and non-scholarly sources as long as you cite a minimum of three scholarly sources. Wikipedia is not an acceptable source for this assignment. Helpful links to scholarly sources: ● Council on Foreign Relations - https://www.cfr.org/ ● Brookings Institution - https://www.brookings.edu/ ● American Enterprise Institute - https://www.aei.org/ ● Foreign Affairs Magazine - https://www.foreignaffairs.com/ ● The Conversation - https://theconversation.com/us/politics ● RAND Corporation - https://www.rand.org/ ● Human Rights Watch - https://www.hrw.org/ ● Middle East Policy Council - https://mepc.org/ ● The Belfer Center - https://www.belfercenter.org/ ● Hoover Institute - https://www.hoover.org/ ● Middle East Institute - https://www.mei.edu/ ● Carnegie Endowment for International Peace - https://carnegieendowment.org/?lang=en A scholarly source can also be a book or textbook published by a reputable scholar, expert, or journalist. Essay Rubric Criteria Level Four Level Three Level Two Level One Thesis and Evidence Building ❏ Thinking ❏ Communication Student’s thesis is clear, well-developed, and presents a definitive persuasive argument Student’s thesis is mostly clear, presents a persuasive argument Student uses Student’s thesis is somewhat unclear, lacks central persuasive argument Student uses some Student’s thesis is unclear. Thesis does not present cohesive argument Student uses little relevant evidence https://www.cfr.org/ https://www.brookings.edu/ https://www.aei.org/ https://www.foreignaffairs.com/ https://theconversation.com/us/politics https://www.rand.org/ https://www.hrw.org/ https://mepc.org/ https://www.belfercenter.org/ https://www.hoover.org/ https://www.mei.edu/ https://carnegieendowment.org/?lang=en /25 Student uses relevant, convincing evidence and quotations that thoroughly support thesis. relevant evidence and quotations that generally support the thesis. relevant evidence and quotations that somewhat support the thesis. and few Quotations do not support the thesis Development ❏ Thinking ❏ Application /25 Student demonstrates excellent grasp on historical chronology, draws sophisticated connections between events and skillfully demonstrates cause and effect Student makes explicit and elegant transitions from one idea to next, further developing thesis. Student demonstrates good grasp on historical chronology, draws connections between events and demonstrates cause and effect Makes mostly clear transitions from one idea to the next, helping to develop thesis Student somewhat demonstrates grasp on historical chronology, draws some connections between events and somewhat demonstrates cause and effect Uses transitions but lacks smooth flow from one idea to the next Student fails to grasp historical chronology, is unable to draw connections between events and does not demonstrate cause and effect Few or incorrect use of transitions, ideas do not flow smoothly Analysis and Synthesis ❏ Knowledge / Understanding ❏ Application /25 Student presents and synthesizes relevant and fully analyzed textual evidence. Student uses three or more scholarly and/or credible sources. Student adequately presents and synthesizes relevant and mostly well analyzed textual evidence. Student uses three or more scholarly Student’s textual evidence is not always relevant, poorly synthesized and /or is not analyzed. Student uses less than three scholarly and/or credible sources. Student provides no textual evidence to support the thesis. Student does not include scholarly and/or credible sources. and/or credible sources. Mechanics – spelling, grammar, punctuation, sentence flow, vocabulary ❏ Communication /10 Grammar and / or spelling used precisely and accurately; excellent sentence flow; vocabulary and phrasing specific and varied. Grammar and / or spelling used with considerable accuracy; sentence flow mostly effective; mostly good vocabulary and phrasing. Grammar and / or spelling used with limited accuracy; lack of sentence flow; weak vocabulary. Numerous spelling / grammar errors. Writing lacks coherence. Citation, Footnotes, Bibliography ❏ Communication /5 Student follows citation format with meticulous care. Student follows citation format with care. Student follows citation format with some care. Student does not follow citation format.