Topic: The Cuban Embargo
Justin DeLong
Introduction:
In 1960, the United States began an economic embargo
against the nation of Cuba. An embargo is
a refusal to trade with a nation and is generally imposed for political
reasons. This policy was a response to
the nationalization of American property and businesses in Cuba by the
government led by Fidel Castro.
Fidel
Castro at a meeting of the United Nations General Assembly
[Times
files (1977)]
Former
Cuban President Fidel Castro. Today
During the late 1950s, Fidel Castro led a revolution
to overthrow the government of Fulgencio
Batista. On January 1, 1959, Castro
became the leader of the island nation of Cuba.
Fidel Castro’s emerging partnership with the Soviet Union, at the height
of the Cold War, greatly strained relations with the United States of
America. Fidel Castro then pursued an
economic restructuring to end the flow of money and profits out of Cuba to
foreign businessmen. He initiated a
policy to nationalize these foreign owned businesses. This action greatly angered many in United
States and ultimately led to the imposing of an economic embargo. This embargo has been enhanced and modified,
but has generally remained in place for the past 50 years. The effectiveness of this embargo has been
debated since its inception.
Process:
5.
Analyze the Costs, Benefits and Comparative
Analysis
Task #1: Write a persuasive essay that summarizes some
‘hotly’ debated issues surrounding the Cuban Embargo. Research, identify, and summarize statistics,
newspaper or journal articles, and web content related to the Cuban Embargo. Be sure to properly cite the articles and web
addresses including: the author, year, title, the newspaper or journal, and the
specific volume or date. Next summarize
the perspectives or opinions of the authors.
Finally and most important, discuss and develop your own opinion
pertaining to the effectiveness of the embargo on Cuba. Focus on facts and statistics in developing
your perspective.
Task #2: Write a persuasive letter the president
detailing your opinion of the Cuban Embargo and your desire to either continue the
existing policy or change it.
Task #3: Using your essay as a starting point, write a
research paper that summarizes and expands on your knowledge of the Cuban
Embargo. The typed paper needs to have a
12 point font, 1 inch margins, and should cite a minimum of 5 sources.
Links
1.
www.state.gov/r/pa/ei/bgn/2886.htm
2.
www.historyofcuba.com/histor/funfacts/embargo.htm
3.
www.canadafreepress.com/index.php/article/6121
Evaluation
Summary
Scoring Rubric
|
CATEGORY
|
4 - Above Standards |
3 - Meets Standards |
2 - Approaching Standards |
1 - Below Standards |
Score |
|
Focus or Thesis Statement |
The thesis statement names the topic of the essay and outlines
the main points to be discussed. Uses all six PPA steps |
The thesis statement names the topic of the essay. Uses five of
the six PPA steps. |
The thesis statement outlines some or all of the main points to
be discussed but does not name the topic.
Uses PPA steps inaccurately |
The thesis statement does not name the topic AND does not
preview what will be discussed. Does not use PPA steps. |
|
|
Attention Grabber |
The introductory paragraph has a strong hook or attention
grabber that is appropriate for the audience. This could be a strong
statement, a relevant quotation, statistic, or question addressed to the
reader. |
The introductory paragraph has a hook or attention grabber, but
it is weak, rambling or inappropriate for the audience. |
The author has an interesting introductory paragraph but the
connection to the topic is not clear. |
The introductory paragraph is not interesting AND is not
relevant to the topic. |
|
|
Closing paragraph |
The conclusion is strong and leaves the reader solidly
understanding the writer's position. Effective restatement of the position
statement begins the closing paragraph. |
The conclusion is recognizable. The author's position is
restated within the first two sentences of the closing paragraph. |
The author's position is restated within the closing paragraph,
but not near the beginning. |
There is no conclusion - the paper just ends. |
|
|
Persuasiveness |
The final product was extremely persuasive, giving more than 3
supporting arguments. |
The final product was persuasive, giving more than 2 supporting
arguments. |
The final product was somewhat persuasive, giving 2 or less
supporting arguments. |
The product was not persuasive at all, giving 1 or no supporting
arguments. |
|
GRADING: A=14-16 P0INTS
B=11-13 POINTS
C=8-10 POINTS
D=5-7 POINTS
F=0-4 POINTS
Standards
Social Studies
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.