Learning Goals
Students will be able to analyze sanctions datasets using one-variable statistics to identify patterns of impact on countries, industries, and populations.
Students will be able to evaluate medieval 13th- and 14th-century trade routes and compare them to modern globalization and sanctions as systems of economic exchange and influence.
Students will be able to select and evaluate historical, current-events, and community-partner sources to judge credibility, perspective, and usefulness for a sanctions policy argument.
Students will be able to construct a claim about U.S. sanctions policy that weighs short- and long-term effects on governments, businesses, and everyday people.
Students will be able to build a physical model of an economic system that shows how trade routes, sanctions, and global exchange move goods, costs, and influence through connected actors.
Students will be able to defend a recommendation for U.S. sanctions policy using evidence, reasoning, and fair rebuttal to opposing perspectives in a public hearing format.
Students will be able to reflect on how their confidence, persistence, and use of data change over time and set a specific revision goal for the next work cycle.
Products
Sanctions Evidence Brief with Counterargument and Data Log
Each student produces a concise policy brief that presents a clear claim on U.S. sanctions, integrates statistical evidence, evaluates source credibility, and includes a fair counterargument with rebuttal. The brief also contains an annotated data log showing the student’s own evidence choices and reasoning.
Physical Economic-System Model and Policy Pulse Forum Defense
Teams build a physical model showing how trade routes, globalization, and sanctions shape economic relationships, then deliver an oral defense in a mock public hearing. The presentation is paired with a public service campaign gallery so audiences can compare the team’s recommendation and feedback.
No rubric has been generated yet.