MME ISP XXXXXXXXXX
Extra, extra, read all about it! Cu
ent events is coming to our classroom. Every week, a pair of
students will present a news event (either cu
ent or historical) relating to Israel or the Middle
East. Your presentation will take place via video. The purpose of this assignment is for you to
esearch and analyze an area of personal interest, to consider how different players may have
different perspectives on the issue, and make connections between what we learn in class to
what is going on in the world. Note: if you are choosing to present about a historical event,
please do not choose something from the syllabus.
The ISP includes the following three components:
- Video presentation (submitted as a pair)
- Slide show (submitted as a pair)
- Short written reflection (submitted individually)
Your slide show/presentation should include:
● Background and summary of the story (the 5 W’s):
○ Who is involved?
○ What is happening?
○ When did the main events take place?
○ Where did the main events take place?
○ Why is this happening?
● Two different perspectives on the events: articulate two opposing angles on the events,
with supporting evidence from the news story.
● Explanation of historical significance
○ Why is this story something we should know or care about?
● Discussion question
○ A question that could have more than one answer, that gets people thinking.
● Images (at least three) with captions.
● Bibliography in Chicago format.
○ All news sites and websites must be considered credible sources (see below for
guidance).
Video guidelines:
- It doesn’t need to be fancy. A Zoom recording is totally fine.
- Both participants need to be visible, and communicate equally in the video.
https:
docs.google.com/document/d/1JZMNDb0FMOYllxJSA12YX7hw3ANSyJ6UDwJKbfQjfIA/edit?usp=sharing
- Screen share your slideshow as you go through your presentation.
- Your video should be between 5-10 minutes in length.
- You are not required to use outside video clips (like news), but if you do, keep it to 45
seconds max.
- Be creative! (Use virtual backgrounds, annotate your slides, use memes and gifs where
appropriate)
- Once you create your video you might want to run it through a converter program and
speed it up to 1.2x (OPTIONAL)
Personal reflection guidelines:
● Should run one paragraph in length (5-8 sentences)
● Describe why you chose this particular story -- what drew you to it personally.
● Explain any takeaways from the story, and what kind of food for thought does it raise for
you.
● Reflect on the process of creating the presentation. What contribution did you make to
the assignment, what was hard about it, what was easy.
Sources:
● Middle East Eye
● Al-Monitor (high
ow)
● Jerusalem Post
● Other reputable news sources
*Policy on Wikipedia - use it to get a good sense of the issue, and then follow the references
(the hyperlinked footnotes. Those are usually reliable sources of information.) Do not cite
Wikipedia in your bibliography.
Sign up for your presentation date with your partner here.
Grading Ru
ic
1 2 3 4
Knowledge &
Understanding
4 pts total
Presentation does not
cover the who, what, when,
where and why of the
topic.
Presentation somewhat
covers the who, what, when,
where and why of the topic.
Presentation covers the who,
what, when, where and why of
the topic.
Presentation covers the who,
what, when, where and why of the
topic in a clear, detailed way
Thinking &
Interpretation
4 pts total
Students do not analyze
topic for historical
significance and do
explain why this story is
important for us to know
about.
Students analyze topic for
historical significance and
explain why this story is
important for us to know
about to a limited degree.
Students analyze topic for
historical significance and
explain why this story is
important for us to know about
to a solid degree.
Students analyze topic for
historical significance and explain
why this story is important for us
to know about with a high degree
of clarity and detail.
https:
www.onlineconverter.com/change-video-speed
https:
www.middleeasteye.net
https:
www.al-monitor.com/pulse/home.html
https:
www.allsides.com/media-bias/media-bias-chart
https:
docs.google.com/document/d/1Z4yYS6xocm6igtCvcim7j9FLiwBYv3dAgmbzb3pkZeo/edit?usp=sharing
Total: /16
Students barely include
two perspectives on the
events, with minimal
supporting evidence.
Students include one
image.
Students include two
somewhat well-articulated
perspectives on the events,
with limited supporting
evidence.
Students include at least two
images.
Students include two mostly
well-articulated perspectives on
the events, with mostly clear
and detailed supporting
evidence.
Students include at least three
solidly chosen images.
Students include two
well-articulated perspectives on
the events, with clear and detailed
supporting evidence.
Students include at least three
well-chosen images.
Communication
4 pts total
Students do not
communicate clearly and
effectively.
Slides are unclear,
incomplete and are
missing key information.
Students include sections
of the text not in their own
words.
Bibliography is mostly
incomplete and formatted
in Chicago style. Most
sources used are not
credible.
Students communicate
somewhat clearly and
effectively.
Slides are somewhat unclear,
incomplete and do not contain
all relevant information.
Students write using some of
their own words.
Bibliography is somewhat
incomplete and formatted in
Chicago style. Some sources
used are not credible.
Students mostly communicate
clearly and effectively.
Slides are mostly clear,
complete and contain most
elevant information.
Students write using mostly
their own words.
Bibliography is mostly
complete and formatted in
Chicago style. Most sources
used are credible.
Students communicate with a
high degree of dynamism and
clarity; highly engaging for the
audience.
Slides are clear, complete and
contain all relevant information
with a high degree of detail and
creativity.
Students write using their own
words using strong, clear
language
Bibliography is complete and
formatted in Chicago style. All
sources used are credible.
Application
4 pts total
Reflection does not
explain why they chose
this article and explains
the personal connection
and does not explains
personal takeaways and
work process.
Students do not craft
discussion question.
Pairs do not share the
work evenly.
Reflection somewhat explains
why student chose this topic
and somewhat explains
personal takeaways and work
process.
Students craft weak
discussion question.
Pairs share the work
somewhat evenly.
Reflection mostly explains why
student chose this topic and
mostly explains personal
takeaways and work process.
Students craft solid discussion
question.
Pairs share the work mostly
evenly.
Reflection explains why they
chose this topic and somewhat
explains personal takeaways and
work process with a high degree
of thoughtfulness and detail.
Students craft strong discussion
question.
Pairs share the work evenly.