Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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… 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: 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: 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… 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) 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