Project:  Cost of War

Team Members:
Irwin Solomon: Associate Professor at SUNY Orange
Michael Hiller: Social Studies Teacher at Minisink Valley High School
Diana Slater: Global History Teacher at Middletown High School

The project (Michael Hiller):

1. promotes learning
2. fosters classroom discussion
3. develops interpretation skills in the analysis of collective data
4. improves computer and research skills

My plan is to institute the project in my Economics 12 classes.  I am going to integrate the three phases of the project into the various aspects of the economic curriculum.

Phases:

1. Comparative Economic Systems Matrix: Unit I – Introduction to Economics (Ch. 1-3; Traditional, Command, and Market)

2. Comparative War Matrix: Unit II – The Role of Government and Free Enterprise Economy (Ch. 11-12; Budget, GDP, Taxation)

3. Assessment:
- Pictoral essay comparing the Vietnam & Iraq Wars.  The essay will include the four criteria of imperialistic foreign policy and the cost of each war as a basis of comparison.
- Create a U.S. foreign policy based on the impact of past wars and current world events.
- “RISK” Game based on U.S. imperialism.
- Cost of War/Critical Thinking Rubric.

I have completed Phase 1 and will introduce Phase 2 in the very near future.  So far the project is going as planned.















Cost of War/ Critical Thinking Rubric 

Levels:
1  
2  
3  
4  
Score 

Criteria:





Creativity  
Project includes little variety in presentation techniques 
Material presented with little originality or creative thought 
Some apparent originality displayed through creative use of materials 
Exceptional originality of presented material  
  
Content  
Unorganized and meets less than half the requirements 
Project meets half of the requirements; well-organized 
Project is well- organized and meets most requirements 
Project is well-organized and meets all requirements 
  
Structural Organization  
Essay lacks logical progression of 
ideas
 
Essay includes brief skeleton (introduction, body, conclusion) but lacks transitions 
Essay includes logical progression of ideas aided by clear transitions 
Essay is powerfully organized and fully developed  
  
Understanding of Material  
Apparent misunderstanding of material 
Limited understanding of material displayed by vague, unclear language 
Developing understanding of material 
Clear understanding of material displayed by clear, concrete language and complex ideas 
  
Focus  
Essay addresses topic but loses focus by including irrelevant ideas 
Essay is focused on topic and includes few loosely related ideas 
Essay is focused on the topic and includes relevant ideas 
The essay is focused, purposeful, and reflects clear insight and ideas 
  
Support  
Few to no solid supporting ideas or evidence for the essay content 
Some supporting ideas and/or evidence for the essay content 
Support lacks specificity and is loosely developed 
Specific, developed details and superior support and evidence in the essay content 
  

 


1/91