Download World II Unit II May2011

World II - Unit II
(3-4 Weeks)
Emergence and Development of New Nations (1900-Present)
Established Goals:
The student understands and applies knowledge of historical thinking, chronology, turning points,
major ideas, and individuals during the emergence and development of new nations from 1900Present in order to evaluate how history shapes the present and the future.
EALRs and GLEs:
History 4.1.2, Part 4
Economics 2.2.1, 2.2.2, 2.3.1, 2.4.1
Social Studies Skills 5.2.1, 5.2.2, 5.3.1
Students will understand…
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How planned and market economies have
shaped the production, distribution, and
consumption of goods, services, and
resources around the world in the past or
present.
How and why countries have specialized in
the production of particular goods and
services in the past or present.
The costs and benefits of government trade
policies from around the world in the past or
present.
Students will know:
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Key vocabulary
Economics 101
Colonialism/Independence/Globalization
Competition in a market system among
sellers and buyers affects costs and prices
Nationalism in Asia and Africa helps to
define the 20th century as an era of new
nations
Changes in economic systems that
occurred as a result of the African
Independence Movement
Essential Questions:
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What is required to build a nation?
What are the relationships among
colonization, independence, and
globalization?
What has been the global impact of
health improvements, population
growth, and scientific developments?
Students will be able to…
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Identify key economic concepts
Explain colonialism, independence,
and globalization
Analyze and evaluate how people
across the world have addressed
issues involved with the distribution of
resources and sustainability in the
past or present.
CBA Skills: (example)
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Create and use research questions
that are tied to an essential question
to focus inquiry on an idea, issue, or
event.
Evaluates the validity, reliability, and
credibility of sources when
researching an issue or event.
Evaluate one’s own viewpoint and the
viewpoints of others in the context of a
discussion.
Stage 2 – Assessment Evidence
Performance Tasks: (Formative)
 entry tasks
 white boards
 vocabulary review
 group discussions
 journaling
 Socratic seminars
 Simulations
 DBQ’s
 FRQ’s
 Periodic check for understanding
(quizzes/tests etc.)
 Layered Look Book (Flip Book)
 Acrostic Poem
 Debate
 Acrostic Outline
Other Evidence: (Summative):
 Objective Test
 Essay
 PowerPoint
 Video/Audio
 Position Paper
 Scrapbook
 PowerPoint/Presentation
 Brochure (travel advisory)
 Video/Audio (student created)
 Portfolio
 Newspaper
 Create Lyrics (Acrostic)
 Tic Tac Toe (Students chose
squares for research)
 Big Books (GLAD)
 Create Propaganda Poster
 Time Magazine Cover
Stage 3 – Learning Plan
Learning Activities:
Resources and Materials Needed:
World History: Chapters 31, Sections 1-3, and 33 (Sections dealing with nation building)
Facing the Future: Unit 1, 6, & 7
National Geographic Human Footprint video
Terms and Names
Vocabulary: economy, transnational, trans-boundary, developed and developing country, protectorate,
scarcity, arable land, fertility rate, renewable, consumption, gross domestic product (GDP), commodities,
representative government, worldview, perspective, literacy, nonprofit organizations, economic
development, fossil fuels, legislature, indigenous, transparency, equity, colonization, sanctions, habitats,
ecological footprint, decentralized, refugees, infrastructure, outsourcing, interdependence, blocs, resources,
annexed, cash crops, imperialism, budget deficits, supply and demand, multinational corporations,
privatization, regulations, trade embargo, per capita, nongovernmental organizations (NGOs), World Trade
Organization (WTO), inflation, deflation, depression, recession, traditional economy, market economy,
mixed economy, barter, budget, currency, export, import, free enterprise, goods, industrialization, tariff,
tax, social welfare, consumer, producer, cartel, free trade, trade surplus, trade deficit, boycott,
overproduction, finance, partition, non-alignment, autocratic, endangered species, import substitution,
agribusiness
People(s): Mahatma Gandhi, Sikhs, Jawaharlal Nehru, Dalits (Untouchables), Ferdinand Marcos,
Aquinos, Islamists, Mobutu Sese Seko, Jomo Kenyatta, fundamentalists, Mother Teresa, Sandinistas, Juan
Peron, Mother’s of the Plaza de Mayo, OAS Organization of American States
Places: Kashmir, India, Pakistan, Afghanistan, Punjab, East Timor, Philippines, Tiananmen Square,
Documents:
Concepts: globalization, quality of life, civic engagement, spheres of influence, human development, Open
Door policy, Pan-Africanism, Green Revolution, socialism, one-child policy, OAS Organization of
American States, liberation theology, contra, indigenous