Standards Met:

- Standard 1.b, 1.f, 3.a, 4.a, 8.c – Because I was able to incorporate the Indonesian content standards and because the presentations aligned with practicing public speaking and English usage to help the school meet their ESL and IGSCE goals.

- Standard 1.d, 2.d, 3.d, 4.b, 6.a, 6.e, 8.d- Because for this lesson students were able to take on the role of teacher and audience members had to show respect to the speakers.

- Standard 2.a – 2.b, 3.b, 4.d, 4.e, 6.c – Because students were able to combine their knowledge of the Indonesian government with their research skills to teach the class about another country’s government and compare it with their own.

- Standard 3.e and 4.f – Because students were able to use PowerPoint, the computer, and the LCD to create and give their presentations to the class.

- Standard 5.a, 5.b, and 5.e – Because I created and used a scoring rubric when grading the presentations, students were also given sustains and improves verbally following their presentations.

- Standard 1.g, 7.a, 7.b, 8.a, 8.e – Because I was able to attend and participate with the students in the Kartini Day celebrations as a guess judge and speaker .

Standards Met:

- Standard 7.a – 7.c and Standard 8.a – 8.e – Because I was able to visit a sister school and interact with their students and staff and see how they run their opperations. We were able to exchange ideas and take back sustains and suggestions to our own school to implement into our organization. It was also good to see how different schools and administrations handle similar and their own unique needs.

Standards Met:

- Standard 1.b, 1.f, 3.a, 4.a, 8.c – Because of the use of the Indonesian content standards as well as the use of Enlgish in the classroom to help students practice thier speaking skills prior to taking the IGSCE.

- Standard 2.a, 2.c, 3.c, 3.d, 4.b, 4.e – Because I was able to have students complete a small group discussion and then share those ideas within another small group. It gave all students a equal opportunity to share their ideas and reasons for choosing those chractersitcs in a candidate and to critically think about voting and electing the president in the future.

- Standard 4.c – Because I was able to take the critiques from my evaluations throughout the week and incorporate them into my lesson making it more benefical for the students and more aligned with the actual teaching strategy than it was before.

- Standard 5.a, 5.c, and 5.d – Because I was able to explain and adminster a pop quiz in order to make sure students were listening and so that students were able to see how much information they were actually gathering from class and in class discussions.

- Standard 6.a, 6.c, and 6.d – Because students were able to have group discussion where they repsectfully share ideas and gave constructive feedback to one another. Students also did not need to be told to use English regularly throughout the activity because it had become a classroom expectation and they knew that if need by I would use proximity to ensure groups were using English and on task.

- Standard 7.a, 7.b, 8.d, 8.e – Because of the conversations held during both dinners out and the time spend volunteering at the orphangage.

Standards met:

- Standard 1.d, 2.b, 3.b and 3.d – Because all students from grade 10 were involved and because it allowed students a chance to interact with the other civics classes in a more relaxed setting. It also gave students who don’t normally speak out a chance to speak and contribute.

- Standard 1.b, 1.f, 3.a, 4.a, 8.c – Because I incorporated the Indonesian content standards for civics into this activity and used it as a hands on learning experience for students to gain indepth knowledge into how their own legislative body works in Indonesia.

- Standard 1.e, 6.a – 6.c, 6.e – Because this activity required students to listen to each other and work collectively to pass their own law to help their school community and society. They had to be able to professionaly give critisims and address valid concerns in a debate setting without getting too heated and personal. (All students did exceptionally well at this!)

- Standard 2.a, 2.c, 2.d, 3.c, 4.b, 4.d, 4.e – Because students were able to experience law making in a hands on way by becoming legislatures themselves and writing a law that was relevant and would have an impact in their everyday lives.

- Standard 5.a, 5.d, 5.e – Because students completed group and individual tasks. The students were able to reflect on their experience and put into words what they learned and what they would change about the activity (hits on the metacognitve level of throught).

- Standard 1.g, 6.d, 7.b, and 8.e – Because I had to work with other staff and teachers to ensure that students and facilities would be available for the duration of the activity.