Department: Social Studies Course Purpose: Our loyalties must transcend our race, our tribe, our class, our



Download 139.95 Kb.
Page3/3
Date conversion16.04.2016
Size139.95 Kb.
1   2   3



Unit 9: Globalization since 1945

Grade: 10

Subject: Social Studies

Course: World History II

Length of Unit: 20 days




Essential Questions

  1. Why did people resist oppression?

  2. How can people resist oppression?

  3. How can conflicts be resolved?




Stage I - Standards

Primary EU’s and Content Standards
POLITICAL SYSTEMS

2.11 Identify and explain the legitimate and illegitimate use of power and authority in historical and contemporary societies


2.12 Understand the role and status of human rights within and between nations and give historical and contemporary examples
COOPERATION AND CONFLICT

5.12 Research avenues of peaceful conflict resolution and develop solutions to major international political and economic issues


GLOBAL & COMMUNITY INTERDEPEDENCE

6.9 Analyze the causes, consequences and possible solutions to persistent global issues


6.11 Evaluate the role of international and multinational organizations in the global arena
TIME, CONTINUITY, AND CHANGE

4.15, 4.16, 4.17, 4.18 Research and debate how past examples of conflict resolution and resistance to oppression can help contemporary decision making about global issues.


INFORMATION ACCESSING 1.12.4, 1.12.5 Students will demonstrate ability to extract and organize relevant information from a variety of source formats.
Students will demonstrate ability to synthesize information to answer a question or support a thesis position.
COMMUNICATION

2.12.1 Students will use word processing software to compose, edit, and revise ideas for clear communication and purposeful writing in papers, essays, and reports.


RESPONSIBLE INFORMATION USE

4.12.4


Students will apply established MLA bibliographic standards for giving credit for information used.

Key Content Knowledge and Concepts/Skills

The students will know:
The key developments facing the post-WWII world (including among the following: Cold War, Decolonization of China and India, Nationalism in the & Modernization in the Middle East, Pacific Rim & Latin American and African independence movements, international terrorism and weapons proliferation)
The challenges of gaining human rights and national independence through peaceful and violent means
The possible solutions to resisting and ending oppression and conflict (including among the following: humanitarian intervention, modern Marshall Plan, United Nations, improved standard of living, communism, economic pressure such as boycott and embargo, passive resistance and civil disobedience, mass movements, economic development, art and culture, internet, pre-emptive strike, representative government and democracy)
The importance of cultural diffusion in advancing human rights in the contemporary world
The challenges of planning solutions to persistent global problems

The students will be able to:
Analyze key developments of the post-WWII world.
Demonstrate empathy for people suffering from oppression in the contemporary world.
Evaluate the responsibilities of the United States as the world’s superpower as well as other developed and developing nations to end oppression, resolve global conflict and to be a model democratic nation.
Make connections with other world conflicts with contemporary conflict and oppression.
Formulate questions regarding challenges to gaining progress in achieving human rights and national independence.
Plan solutions to persistent global problems.
Assess progress in ending oppression and resolving conflict.




Stage II – Common Assessments
Common:

Global Summit: Students will resolve an important contemporary global problem involving human rights and/or oppression. Students will debrief the summit in a written opinion on the class solution and develop their own terms for successful conflict resolution. A question of the final exam essay will assess their learning from the summit. The particular topic to be addressed will be selected from a menu determined by the team.

Suggested:

Political cartoon that addresses “How Do People Resist Oppression?”, using one country they studied in this unit.








Stage III– Core/Assured Learning Experiences
Global Summit. Students will resolve an important contemporary global problem involving human rights

and/or oppression. They will research, write and debate diverse solutions and arrive at a consensus solution. Research includes Internet and data base sources, the textbook, and teacher developed materials.



(Information Literacy and Technology Standards 1.12.4, 1.12.5 and 2.12.1 and 2.12.2)
Debaters will write and present persuasive speeches. Moderators will develop the rules, frame the context of, and conduct the debate. They will synthesize a preliminary consensus solution which in turn will be debated and voted on by the entire class.
Film: China Rising, Born Under the Red Flag, CNN series on the Cold War, selected clips from “Gandhi”, A&E Biography series on Nelson Mandela, Fidel Castro; Frontline series on the War on Terror (roles of Afghanistan, Iran, Saudi Arabia), “Hotel Rwanda”
“An Introduction to Humanitarian Intervention” by the Stanford Program on International and Cross Cultural Education (SPICE)
Case Studies by the Brown University Watson Institute on International Relations.
Teacher generated power point presentations on the “Collaborate” file.





FINAL EXAM

Grade: 10

Subject: Social Studies

Course: World History II

Length of Unit: -




Essential Questions

1. How do people resist oppression?

2. Why do people resist oppression?

3. How can conflicts be resolved?






Stage I - Standards

Primary EU’s and Content Standards
POLITICAL SYSTEMS

2.11 Identify and explain the legitimate and illegitimate use of power and authority in historical and contemporary societies


2.12 Understand the role and status of human rights within and between nations and give historical and contemporary examples
COOPERATION AND CONFLICT

5.12 Research avenues of peaceful conflict resolution and develop solutions to major international political and economic issues


GLOBAL & COMMUNITY INTERDEPEDENCE

6.9 Analyze the causes, consequences and possible solutions to persistent global issues


6.11 Evaluate the role of international and multinational organizations in the global arena
TIME, CONTINUITY & CHANGE

4.15 Create an historical narrative of time periods and places over time revealing trends, patterns, and continuity.


4.16 Consider multiple perspectives and analyze multiple viewpoints of a person, event, or issues.
4.17 Create and evaluate historical arguments in order to reach accurate conclusions about the past.


Key Content Knowledge and Concepts/Skills

The students will know:
The legacies of the Enlightenment (natural rights, representative government, the French Revolution (sovereignty) and World War II (international laws on human rights) and how they have inspired contemporary efforts to resist oppression.
The challenges facing international organizations and national governments in conflict resolution.
The challenge of balancing realism and idealism in developing effective solutions to global problems.



The students will be able to:
Take a position and articulate viewpoints expressed by different world leaders.
Interpret meaning by analyzing primary sources, both visual and written.
Will make generalizations about how people resist oppression and enforce international law.
Draw analogies between past and contemporary efforts at conflict resolution.
Take a reasoned position on how to solve a contemporary global issue.




Stage II – Common Assessments
Reading for information: Analyze visual and written documents related to Conflict and Cooperation and Time, Continuity and Change.
Writing Persuasively: Students will write a persuasive letter to the Secretary General of the United Nations on how nations can best resolve conflicts over human rights and oppression. Using historical evidence from at least three units studied in World History II and the Global Summit, students will analyze and evaluate case studies of resistance to oppression and conflict resolution.





Stage III– Core/Assured Learning Experiences
Read and interpret written and visual documents for accuracy and analysis, and connect them to the Essential Understandings for the year.
Write persuasively about conflict resolution and human rights using evidence from primary source documents and from students’ knowledge from the course.

1   2   3


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page