GUIDE COUNTRY PORTFOLIO – DELEGATES JUNIOR

HIGH AND HIGH SCHOOL

SUBJECT: GRADE: FG G T 1 2 3 4 DATE:

Social Studies 5 6 7 8 9 10 11 March 6th, 2020
STUDENT: TEACHER:
Pablo Tique, Ariel Ramirez and Gilian Coronado
UNDERSTANDING GOAL:
N/A

FORMAL ASSESSMENT NON-FORMAL ASSESSMENT

RUBRIC
At the end of this document

Highest Level of Learning:

N/A

GUIDE COUNTRY PORTFOLIO – DELEGATES JUNIOR HIGH AND HIGH SCHOOL

Due date to hand in your Country Portfolio:

March 6th, 2020

This guide seeks to accompany the students in the preparation of portfolios, specifically in the research on the participating
countries within the LCBMUN IV.

The work methodology contemplates a practical exercise where the students elaborate a portfolio with the information of a
country and in which they solve, in advance, any doubts that may arise during the debate.

The Country Portfolio – Delegates Junior High and High School is first and foremost a document that summarizes the
consultation process carried out by the delegate on the assigned country. In this document, the main data of the Nation to be
consulted must be included, clearly and organized with the possibility of using the consultation document during the work in
the commission and / or body during the discussion.

This profile is the most effective tool to organize and process the information of the country in order to make sure that the
delegate understands what is useful to be used during the debate.

Here you can find a clear explanation of the conditions under which the Country Profile must be developed:

⮚ The Country Portfolio – Delegates Junior High and High School has the connotation of DEBER ACADEMICO in the
subject of Social Studies (I term).
⮚ The Country Portfolio – Delegates Junior High and High School must be a paper written in Word format and delivered
in digitally on March 6th, 2020.
⮚ The portfolio must be made with APA Standards 6th Edition and structured as requested in the Academic Guide
corresponding to this document.
⮚ The Country Portfolio should not exceed 20 pages, the information provided from page 21 will not be taken into account
in the process of qualification and evaluation of the product. (They will not count in the number of pages allowed, cover
or table of contents).

I. Country Portfolio – Delegates Junior High and High School Outline:

Country Profile must develop the following aspects:

1. Geographic Aspects
I.1 Map of geographical location of the country and a brief description of it (mention: continent, region,
geographical limits, among others)
I.2 Natural resources of the country and implications of this for the country.
2. Government Aspects
2.1 Full name of the country.
2.2 Type of government and brief description of the implications of this for the structure of the country.
2.3 Political ideologies with major influence within the country and what this shows about the political structure of
the nation.
2.4 Structure of the branches of public power.
2.4.1 Executive.
FT-GFE-09-V2
 2.4.2 Legislative.
2.4.3 Judicial.
3. Economic and Commercial Aspects
3.1 Lines of production and Gross Domestic Product of the country by economic sector and implications of this
for the country.
3.2 Main commercial partners of the country and implications of this for the country.
3.3 Economic organizations to which it belongs and implications of this for the country.
4. Social Studies and Cultural Aspects
4.1 Ethnic, religious and linguistic groups of the country.
5. Aspects of International Relations
5.1 Relations with neighbors.
5.2 Allies and enemies and implications of this for the country.
5.3 Groups and treaties to which it belongs and implications of this for the country.
5.4 Historical, political, ethnic and border conflicts with other nations in the last 50 years.
6. Compilation of the most relevant facts in the last 20 years.
7. Bibliography.

This table of contents and / or index must be respected in its structure, it is UNALTERABLE.

1 Information Enquiry

For the elaboration of the Country Portfolio, a demanding search for information must be carried out, for which some
possible bibliographical references are related as support for the process.

A good place to start are the embassies and consulates of the country to investigate, asking for an appointment can
offer a lot of valuable information and also an interesting experience for the delegate.

In the digital era, the problem is no longer to obtain information but to select the relevant information, which is why a
series of clues are suggested here to make the country's consultation process easier:

⮚ Use reliable sources for the enquiry. The availability of accessing multiple content from the Internet means that
there is a lot of information whose source is not corroborative, that is why it is advisable to use government sites
or recognized organizations as the first source of information.
Some sources are:
✔ http://www.un.org/es/index.html (United Nations home page, in several languages)
✔ http://www.un.org/es/members/ (Most of the country information is in English) Information general and
statistics.
✔ http://www.eurosur.org/guiadelmundo.bak/01_paises.htm (In Spanish) General information and statistics.
✔ https://www.cia.gov/library/publications/the-world-factbook/ (In English) General information and statistics.
Possibility of downloading.
✔ An updated global almanac can also be an acceptable source of consultation for general information of the
countries.

⮚ Use the official pages of the governments and the chancelleries of each country as a reliable source. But remember
that many of these sites have information in the official language of each nation.

⮚ Avoid virtual encyclopedias or particular construction sites like wikipedia or blogs.

⮚ Use reliable journalistic sources as a secondary resource.

⮚ Make a critical reading of the country and problem assigned using alternative sources from the political, economic,
social, etc. point of view.

⮚ Sites of recognized non-governmental organizations are a recommended option. Some examples are:
✔ http://www.politicalresources.net/ (In English) Links to organizations and political information of each country.
✔ http://www.amnesty.org/es
✔ http://electionworld.org/ Comparative political analysis.
✔ http://www.worldbank.org/ The World Bank
✔ https://www.imf.org/external/index.htm International Monetary Fund
✔ https://europa.eu/european-union/index_en European Union

⮚ Another viable source is to consult the page of the embassy of the country in another nation, (for example the
embassy of the country in Washington), so that reliable information is obtained in languages easier to understand
than Mandarin or Russian.

FT-GFE-09-V2
 ⮚ There is a general tendency to copy and paste. In the portfolios this is not a bad strategy as long as, the information
is read and understood in advance and an index is developed to find the information easily (presented in point I),
besides making the citation or reference of the sources according to be the case. However, the recommendation
is to summarize in the words of each delegate the relevant information of the country and include it in the
document with a clear order (explained in point I).

⮚ It is of vital importance to include the bibliographic sources of the data in the portfolio, since an unconfirmed data
in the debate in the commissions can ruin a good intervention.

And also remember that copying without citing the source is a serious offense that will give rise to the due process
established by the LCB Welfare Manual. In order to promote a culture of non-plagiarism, teachers will use a tool
for detecting matches in documentary sources.

2 Follow Up/Assessment

The Country Portfolio – Delegates Junior High and High School is a document that must be developed AT HOME with
the support given from the Social Studies Area classes, through the explanation of the debate system, class discussion
exercises, classification of information, synthesis of information, development of communication skills and group
technique, construction of critical thinking and quality of argumentation and counter-argumentation.

Teachers from the Social Studies Area will provide weekly support and follow-up on the progress made in the
preparation of the Country Portfolio in their class hours, WITHOUT dedicating spaces to the preparation of said
document.

FT-GFE-09-V2
RUBRIC N° _____ Country Portfolio

TOTAL
MARKS ACHIEVED
COMPETENCE ASSESSMENT CRITERIA POSSIBLE
BY THE STUDENT
MARKS
It presents a map with the
geographical location of the
country and a brief description of 5
it (continent, region, geographical
limits, among others).
It mentions the country's natural
resources and explains the 5
implications of this for the country.
It displays the official and full
5
name of the country.
It identifies the type of
government in the country and
briefly explains the implications of 10
this for the structure of the
country.
It recognizes the most influential
political ideologies within the
country and what this shows of 10
the political structure of the
nation.
It exposes the structure of the
branches of public power in the 5
country.
It mentions the production lines
and the Gross Domestic Product
of the country by economic 5
sector, and explains the
implications of this for the country.
SOCIAL
It sets out the country's main
THINKING
trading partners and the 5
implications of this for the country.
It exposes the economic
organizations to which the
10
country belongs and explains the
implications of this for the country.
It mentions the country's ethnic,
5
religious and linguistic groups.
It explains the country's relations
5
with its neighbours.
It sets out which countries are
allies and enemies of the country
5
and explains the implications of
this for the country.
It exposes groups and treaties to
which the country belongs and
10
explains the implications of this
for the country.
It mentions historical, political,
ethnic and border conflicts with
5
other nations over the past 50
years.
It presents a compilation of
relevant political and economic 5
events over the last 20 years.
It presents at least 5 sources
consulted for the elaboration of 5
the Country Portfolio.

FT-GFE-09-V2