GLOBAL HISTORY 12 UNIT 5 - SOCIETAL CHANGE
Viewpoints: An Inquiry Approach to World History Since 1945
General Curriculum Outcomes
People, Place, and
Environment
Culture and Diversity
Interdependence
Time, Continuity, and
Change
 demonstrate an understanding of the
interactions among people, places,
and the environment
 demonstrate an understanding of
culture, diversity, and worldview,
recognizing the similarities and
differences reflected in various
personal, cultural, racial, and ethnic
perspectives
 demonstrate an understanding of the
interdependent relationship among
individuals, societies, and the
environment – locally, nationally, and
globally – and the implications for a
sustainable future
 demonstrate an understanding of the
past and how it affects the present
and the future
Part 1: Introduction to Unit 5 - Societal Change
Specific Curriculum Outcome 5.3:
 evaluate the ethical and moral implications of technological
development and societal change
Class 1
Lesson: PowerPoint - timeline of technology from 1945.
Activity: Create a crossword puzzle with key terms and
definitions.
Primary key terms: Advantage, Change, Culture, Ethics,
Society, Technology
Class 2
Activity: Textbook questions on pages 279-296
Class 3
Lesson: PowerPoint - ethical and moral implications of
technology.
Activity: Class discussion - ethics and technology in third
world countries.
*Advise students to read case study 5-1.
Part 2: Case Study 5-1 - “Atomic Bomb Island”
Specific Curriculum Outcome 5.5:
 illustrate the interdependence of societal change, justice, economic
disparity, and geo-political power
Class 1
Lesson: PowerPoint presentation - introduction to atomic
energy, the atomic bomb, and related controversies.
Activity: Class discussion
Class 2
Activity: Textbook questions on pages 297-314
Class 3
Lesson: Alternate energy sources
Activity: Class debate - uranium vs. other energy sources.
*Advise students to read case study 5-2.
Part 3: Case Study 5-2 - “Developing the Birth-Control Pill”
Specific Curriculum Outcome 5.1:
 investigate an example of a technological development that illustrates
the close relationship between technological change and societal
change
Class 1
Lesson: Screencast PowerPoint presentation - introduction
to birth control and the birth-control pill.
Activity: Textbook questions on pages 334-335
Class 2
Activity: Using the textbook (pages 315-335), create a
timeline of important events pertaining to the development
of the birth-control pill and the impact it had worldwide on
society.
*Students will share their answers to certain DISCUSS
AND DEBATE questions at the beginning of class.
Class 3
Activity: Using another resource (peer reviewed article),
add to the timeline you created last class. Use a different
color for the new information.
Article: Kruvand, Marjorie. "The Pill at Fifty: How the New
York Times covered the Birth Control Pill, 1960-2010."
American Journalism 29.4 (2012): 34-67. PDF.
Class 4
Lesson: Overview of assumptions
Activity: Class discussion on assumptions made in literary
works, case study 5-2, and society. Examine information
from point of view of ethics, morals, race, gender, socioeconomic status, religion, culture, and social justice.
*One page journal entry due next class.
Part 4: Research Project
Specific Curriculum Outcome 5.2:
 examine an event or movement, not driven by technological change,
that has brought about significant societal change.
Class 1
Lesson: Introduction to research project. List possibilities.
Activity: Research an event or movement that was not
driven by technological change. Highlight the changes in
society caused by the event or movement. Presentation
type and format are flexible. Must include a 500 word writeup of findings to be handed in on presentation day.
Possible topics: Human Rights Movement, Three Waves of
Feminism, World War II, 2011 Japan Earthquake and
Tsunami
*At the beginning of class, before the teacher introduces
the research project, students will be asked to share a
comment they made in their journal entry before passing it
in for grading.
Class 2-4
Computer lab, library
Class 5
Presentations
Lesson Plan - Unit 5 - Societal Change: Part 3, Class 1
Lesson Title
Curriculum
Outcome
Objectives
Materials &
Resources
Introduction
15 mins
Body of
Lesson
45 mins
Assessment
Adaptations
Extension
Introduction to Birth Control and the Birth-Control Pill
Specific Curriculum Outcome 5.1: investigate an example
of a technological development that illustrates the close
relationship between technological change and societal
change
By the end of this lesson, students will be able to describe
events and biases surrounding the development of the
birth-control pill. Furthermore, students will advance their
general thinking and questioning skills and acquire
additional information regarding this method of
contraception.
 Screencast PowerPoint presentation (Appendix A)
 Case study 5-2 (textbook pages 315-335)
 Rubric for assessment of textbook questions
(Appendix B)
Screencast PowerPoint presentation on birth control and
the birth-control pill.
Students will answer three textbook questions from the
DISCUSS AND DEBATE section on pages 334-335. Their
responses are to be handed in for marking at the beginning
of the following class.
Students will be evaluated on their answers to the textbook
questions.
Students could be given copies of the PowerPoint and/or
access to the screencast. Likewise, students could
formulate their answers to the textbook questions using
technology (computer, speech to text software).
At the beginning of the following class, before textbook
question responses are collected, the teacher will ask
students to share one of the questions they selected and
their corresponding answer. The teacher may ask students
to respond to a question of his or her choosing as well.
Lesson Plan - Unit 5 - Societal Change: Part 3, Class 4
Lesson Title
Curriculum
Outcome
Objectives
Materials &
Resources
Introduction
10 mins
Body of
Lesson
40-45 mins
Closing
5-10 mins
Assessment
Adaptations
Extension
Introduction to Birth Control and the Birth-Control Pill
Specific Curriculum Outcome 5.1: investigate an example
of a technological development that illustrates the close
relationship between technological change and societal
change
By the end of this lesson, students will be able to explain
how the creation of the birth-control pill led to the
construction of hegemonic assumptions that impact the
social world. Moreover, students will be able to think
critically about assumptions.
 Speaking notes on assumptions (Appendix C)
 Timeline assignment and case study 5-2
 Rubric for assessment of journal entry (Appendix D)
Introduction to assumptions often perpetuated in
educational texts and by members of society. Use
whiteboard to note key concepts and terms.
The class will discuss the assumptions made in the case
study. Content will be examined from the point of view of
ethics, morals, race, gender, socio-economic status,
religion, culture, and social justice.
*Students can refer to their timeline assignment and
critically evaluate their entries.
Students will write a one page journal entry reflecting on the
class discussion. The assignment is due at the beginning of
the next class.
Students will be evaluated on their participation in the class
discussion and their journal entry reflections.
To assist learners who have visual impairments, the
teacher could clearly state the key concepts or terms to
which he or she is alluding before offering definitions or
raising questions. Students could also utilize technology for
their journal entry responses if needed. In addition, the
teacher could make use of an FM system to accommodate
students who are hard of hearing.
Students will be asked to share something they wrote in
their journal entry before passing it in the following class.
Appendix A - Screencast PowerPoint Presentation Points
Birth Control
 General facts and context
 Social change
 Developing the Birth-Control Pill
 World population trends on the rise
 1950: 2,500,000,000 people
 Predicted to rise another 1,500,000,000 by 1980s
The Role of Science
 Scientists searched for a solution to hunger and poverty
 Increase food supply
 Control population
New Oral Contraceptive
 Tested on mice, controversial findings
 Opposing parties
 Tested on women in Puerto Rico and Haiti
 First birth-control pill approved for contraceptive use 1960
o Creators: Gregory Pincus and John Rock, two American
scientists
Acceptance of the Pill
 Completely new way of preventing pregnancy
 Was heralded by many feminist groups
 Seen as positive for women of lower socio-economic status
Rejection of the Pill
 Refusal by the Roman Catholic Church
 Concerns about health issues as additional side effects come to light
 Concerns about shady, profit-driven pharmaceutical companies
Here is the link to the online screencast:
http://www.youtube.com/watch?v=2hBK7Gpznik
Appendix B - Assessment Rubric for Textbook Questions
Rubric
Name: ________________
Class: _________
Respond to three of the DISCUSS AND DEBATE textbook questions on
pages 334-335.
Specific
Curriculum
Outcome 5.1:
4
investigate an
Thorough and
example of a
insightful
technological
responses.
development
Writes in
that illustrates
complete
the close
sentences.
relationship
Supports the
between
answers by
technological giving examples.
change and
Answers all
societal change.
parts of the
questions
correctly and
makes few
spelling or
grammatical
errors.
3
Thorough
responses.
Writes in
complete
sentences.
Supports the
answers by
giving an
example.
Answers most
questions
correctly and
makes minor
spelling and
grammatical
errors.
2
1
Responses
Responses not
somewhat
thorough. Does
thorough. Writes
not write in
mainly in
complete
complete
sentences. Does
sentences.
not support
Supports the
answers.
answers with
Questions are
incomplete
not answered
examples.
correctly, and
Answers some there are many
questions
spelling and
correctly and
grammatical
makes some
errors.
spelling and
grammatical
errors.
Appendix C - Speaking Notes on Assumptions
Questions to consider and discuss
What are assumptions?
How to they affect our daily lives and society?
How do they inform the way we view the world and others?
Where do assumptions originate, and how are they perpetuated?
Areas of Assumption - Examples
a) Gender
b) Ethnicity
c) Race
d) Sex
e) Sexual Orientation
f) Heteronormativity and heterosexism
g) Ability
h) Religion
i) Individual interests and agendas
j) Partial ways of knowing (biases and stereotypes)
k) Ethics, morals, and values
l) Socio-economic status
m) Background of author or person
n) Year of publication of a text
o) Choice vs. social inequities
p) Dominant social norms and ideologies
q) Culture
Appendix D - Assessment Rubric for Journal Entry
Rubric
Name: ________________
Class: _________
Write a one page journal entry reflecting on our class discussion. Please
reflect on the assumptions made in case study 5-2 and the ways in which
we can examine content from the point of view of ethics, morals, race,
gender, socio-economic status, religion, culture, and social justice.
*You will also be assessed on your participation during the class
discussion.
Specific
Curriculum
Outcome 5.1:
investigate an
example of a
technological
development
that illustrates
the close
relationship
between
technological
change and
societal change.
4
3
2
1
Response to
Response is
Response
Response
assigned topic is thoughtful and
adequately
consists of
thorough and fairly well written. addresses some
unsupported
well written, with Good reliance on aspects of the
opinions only
varied sentence examples and
assigned topic.
marginally
structure and
details to
Incomplete
related to the
vocabulary.
illustrate and
development of
topic.
Excellent use of develop ideas
ideas; details
Ideas not clearly
examples and
and opinions.
and examples
stated or
details to explore
Contains
not always
developed.
and develop
introduction,
evident.
Entry is
ideas and
some
Ideas and
unstructured.
opinions.
development of
opinions are
Many instances
Very logically
ideas, and
incomplete; entry
of incorrect
organized;
conclusion.
may lack clearly
spelling and
contains
Few or no
defined
punctuation.
introduction,
spelling errors;
introduction or
development of
some minor
conclusion.
main ideas, and
punctuation
Several spelling
conclusion.
and punctuation
mistakes.
Flawless spelling
errors.
and punctuation.