The Four Pillars of JAGS

1. Investigate the World: What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues?

   • Poses a specific researchable question on a local, regional, and/or global issue, and explains its significance to the global community.

   • Selects and uses a variety of international and domestic sources to identify and weigh the most important evidence that addresses a global question.

   • Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-supported response to a global question.

   • Develops a clear position based on evidence from sources that considers multiple perspectives, and draws defensible conclusions in response to a global question.

2. Recognize perspectives: What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)?

   • Expresses a clear personal perspective on a situation, event, issue, or phenomenon, identifying an influence on that perspective.

   • Explains the perspectives of other people, groups, or individuals as distinct from one’s own perspective.

   • Identifies and describes how perspectives affect how people interpret and respond to a situation, event, issue, or phenomenon.

   • Explains various perspectives or interpretations of a situation, event, issue, or phenomenon, and reflects an understanding of different contexts, such as access to knowledge, technology, or resources.

3. Communicate Ideas: What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups?

   • Anticipates how a specific audience with particular perspectives will interpret communicated information; and adjusts the communication to meet the audience’s specific needs.

   • Demonstrates an understanding of a specific audience by communicating and collaborating using verbal and non-verbal behavior, languages, and strategies that are appropriate to the specific audience.

   • Selects and applies appropriate resources, such as technology and media, to communicate and collaborate with a range of diverse individuals.

   • Makes accurate, specific observations about audience response and/or feedback, and proposes specific, targeted changes to communication choices.

4. Take Action: What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions?

   • Identifies opportunities for personal or collaborative action to address a situation, event, issue or phenomenon in a way that is likely to improve conditions.

   • Assesses options and plans actions based on evidence, and the perceived potential for impact.

   • Acts individually or collaboratively to execute a plan that is culturally appropriate, and likely to lead to improvement of a local, regional, or global situation; assesses the merit of the action.

   • Reflects on the effectiveness and appropriateness of own actions and advocacy for improvement; describes outcomes of actions and makes note of implications for future action and advocacy.

These are very similar, but they are more complex in wording:

1. Investigate the World: What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues?

   • Poses a specific researchable question on a local, regional, and/or global issue, and explains its significance to the global community.

   • Selects and uses a variety of international and domestic sources to identify and weigh the most important evidence that addresses a global question.

   • Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-supported response to a global question.

   • Develops a clear position based on evidence from sources that considers multiple perspectives, and draws defensible conclusions in response to a global question.

2. Recognize perspectives: What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)?

   • Expresses and explains a clear and specific personal perspective on a situation, event, issue, or phenomenon, and describes influences on that perspective.

   • Explains the perspectives of other people, groups, or scholars and distinguishes it from one’s own perspective.

   • Explains how perspectives influence human interactions and understandings of a situation, event, issue, or phenomenon.

   • Explains how different contexts, such as access to knowledge, technology, and resources, influence perspectives and interpretations of a situation, event, issue, or phenomenon.

3. Communicate Ideas: What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups?

   • Anticipates how audiences with diverse perspectives will interpret communicated information; applies that understanding to meet the needs of the diverse audience.

   • Demonstrates an understanding of diverse audiences by communicating and collaborating using verbal and non-verbal behavior, language, and strategies that are appropriate to specific audiences.

   • Selects and applies appropriate resources, such as technology and media, to communicate and collaborate effectively with diverse individuals and groups.

   • Makes accurate, specific observations about audience response and/or feedback, and makes appropriate changes leading to improved communication.

4. Take Action: What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions?

   • Identifies and creates opportunities for personal or collaborative actions to address a situation, event, issue, or phenomenon in a way that is likely to improve conditions.

   • Assesses options and plans actions based on evidence that indicates the potential for impact by evaluating previous approaches, varied perspectives, and/or potential consequences.

   • Acts individually or collaboratively to execute a plan that is culturally responsive, and strongly likely to improve a local, regional, and/or global situation, and assesses the impact of the action.

   • Reflects on the effectiveness and cultural appropriateness of own actions and advocacy for improvement; and honestly describes the results of actions and implications for future actions and advocacy.