Access the SAS content at: www.pdesas.org Global Studies (Level 1 & 2) Unit 1: Introduction to Global Studies 1a: Geography Introduction Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Big Ideas: Students should know: • The study of Geography • The Five Themes of is guided by the Five Geography can be Themes of Geography. applied to all aspects of the study of • Geographic Geography. representations are • The basic principles of essential to explain the using latitude and spatial organization of longitude. people, places, and environments. • Basic physical features and how • Human actions modify the physical they impact the lives environment, and of individuals and physical systems affect societies. human systems. • Characteristics, distribution, and migration of human populations impact culture, economic interdependence, settlement patterns, and control of the Earth’s surface. • Places and regions have physical and human characteristics, and one’s culture and experiences may influence perception of place. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain the Themes of Geography. • Match content information with the correct themes. • Define and describe terms associated with latitude and Vocabulary and Content •
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Location Place Movement Interaction Region Latitude Equator Longitude Prime Meridian Hemisphere Elevation Climate Archipelago Canal Cape Delta Gulf Isthmus Peninsula Plain Plateau Strait Tributary Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 1 Rand McNally Classroom Atlas, pp. 6‐11 1. Have students match statements about Geography with the Five Themes. 2. Have students complete latitude and longitude exercises using the atlas. 3. Have students create an illustration that includes basic physical features. 4. Have students match basic economic activities with basic physical features. Standards: • 7.1.9.A: Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.2.12.A: Analyze the physical characteristics of places and regions, including the interrelationships among the components of Earth’s physical systems. Essential Questions: 1. How do the Five Themes shape our study of Geography? 2. How can latitude and longitude be used to pinpoint locations? 3. How do physical features shape the lives of individuals and societies? •
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longitude. Use latitude and longitude to identify the locations on a map. Explain the impact of elevation on the direction rivers flow. Define climate and identify the factors that shape it. Identify and explain the importance of basic physical features. 1b: Culture & Civilization Introduction Suggested Duration: 3 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Culture is a way of life of a group of people that is learned and passed on. • Civilization is an advanced culture with particular characteristics. Essential Questions: 1. What is culture and how does it shape our lives? 2. How does culture shape the way we perceive ourselves and others? 3. How did civilization develop? Students should know: • Culture shapes all aspects of people’s lives including what they think, do, and believe. • The basis of civilization is an agricultural surplus and its main elements include: specialized labor, towns and cities, advanced technology, complex social organizations, and writing. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain cultural concepts. • Explain how culture shapes how we perceive everything around us, including ourselves and others. Vocabulary and Content •
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Culture 7 Elements of Culture Subculture Diffusion Culture Clash Culture Shock Ethnicity Ethnocentrism Racism Stereotype Values Foundation of Civilization Features of Civilization Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 1 and 2 Article “How Culture Molds Habits of Thought” 1. Have students match statements about culture with cultural terms. 2. Use readings and videos from other cultural perspectives to demonstrate the cultural terms. 3. Conduct an in‐
class simulation of the growth of civilization. 1c: Economics Introduction Suggested Duration: 2 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Different economic systems are how different societies answer the three basic economic questions. • Imports and exports have created an economically interdependent world. Standards: • 6.2.9.G: Compare and contrast various economic systems. • 6.4.9.B: Explain how trade contributes to economic interdependence. Essential Questions: 1. How do different economic systems answer the three basic economic questions? 2. How do the people of the world cooperate in order to satisfy people’s wants and needs? Students should know: • How market and command economies differ. • The world has become economically interdependent. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain different economic systems. • Explain how the world is economically interdependent. Vocabulary and Content •
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Basic Economic Questions Capitalism (Market Economy) Socialism Command Economy Communism (Marxism) Mixed Economy Traditional Economy Exports Imports Interdependence Subsistence Farming Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 1 1. Conduct a simulation of capitalism, socialism, and communism. 2. Conduct an in‐
class simulation of the world’s economy to demonstrate trade and economic interdependence. 1d: Government Introduction Suggested Duration: 2 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Different economic systems are how different societies answer the three basic economic questions. • Imports and exports have created an economically interdependent world. Standards: • 5.1.9.B: Analyze the major arguments advanced for different systems of government. • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. Students should know: • A primary difference between different political systems is how power is distributed. • Conservative political ideology is shaped by the principal of economic freedom. • Liberal political ideology is shaped by the principal of economic equality. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, explain, and compare/contrast different political systems and ideologies. Essential Questions: 1. How is power distributed in different systems of government? 2. How do different values shape liberal and conservative ideologies? Vocabulary and Content •
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Democracy Republic Monarchy Oligarchy Dynasty Theocracy Autocracy Dictatorship Totalitarian State Fascism Anarchy Constitution Imperialism Liberal Conservative
Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 1 1. After defining the different political systems, have students rank them from least to most democratic. 2. Have students create a diagram of the political spectrum with liberal values and ideas on the left and conservative values and ideas on the right. 3. Discuss how a particular issue, such as illegal immigration in the U.S., would be viewed by people at different sides of the political spectrum. Unit 2: India & South Asia 2a: Geography of India & South Asia Suggested Duration: 2‐3 days Standards, Big Ideas, and Essential Questions Big Ideas: • Unique cultures developed in the Indian Subcontinent because it is in part isolated from the rest of the world. • India is a very diverse country. Standards: • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: Essential Questions: 1. How did geography lead to the development of unique cultures in South Asia? 2. What are the physical and human characteristics of South Asia? Concepts Students should know: • The effects of isolation on the development of culture. • How climate and physical features shape life in South Asia. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify and locate the countries and physical features of South Asia. • Explain how geography shapes the physical and human characteristics of South Asia. Vocabulary and Content •
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Size and location of South Asia Countries of South Asia Physical features of South Asia Subcontinent Monsoons Capital city of India Population of India Languages of India Religions of India Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 7 Rand McNally Classroom Atlas, pp. 82‐95 Monsoon video clips from Lagaan and City of Joy. Globetrekker videos. 1. Label a map of South Asia with countries and physical features. 2. Watch and discuss video clips about monsoons and Indian culture. 2b: Hinduism and Caste Suggested Duration: 5 days Standards, Big Ideas, and Essential Questions Big Ideas: • Hinduism is a collection of diverse beliefs and practices. • The Hindu concept of reincarnation in tied to the belief in Brahman, the universal spirit, and the oneness of all things. • Caste is a based on a Hindu concept of purity and is still an important part of Indian society. Standards: • 8.4.12.C: Evaluate how continuity and change have impacted the world today. Essential Questions: 1. How do Hindu beliefs all tie together? 2. How do Hindu concepts of purity and karma lead to social inequality in India today? Concepts Students should know: • The basic ideas of Hinduism. • How Hindu beliefs justify social inequality. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the basic ideas of Hinduism and the characteristics of major Hindu deities. • Explain how Hinduism supports the social inequalities inherent in the caste system. Vocabulary and Content •
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Hinduism o Brahman o Reincarnation o Karma o Dharma o Atman o Moksha o Sacred cow Hindu Deities o Brahma o Vishnu o Shiva o Ganesh Caste System o Determination of Caste o Brahmins o Untouchables Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 8 Hinduism video clip from Lagaan Globetrekker videos Caste at Birth video clips Readings: “The Bhagavad Gita,” “The Blind Men and the Elephant,” “The Goat that laughed,” and “India’s Untouchables.” 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Have students create stories using Hindu terms. 3. Watch and discuss video clips about Hinduism. 4. Have students research selected Hindu deities. 5. Have students complete chart about Hindu deities. 6. Conduct an in‐
class simulation of a Hindu wedding. 2c: Civilizations of India Suggested Duration: 4 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Migrants and invaders were absorbed into Indian culture. • Ancient civilizations had a lasting impact on Indian culture. Standards: • 5.2.9.B: Analyze strategies used to resolve conflicts in society and government. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. • 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. • 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites which are Students should know: • The contributions ancient civilizations made to Indian culture. • The most successful Indian kings showed tolerance toward their diverse subjects. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the contributions ancient civilizations made to Indian culture. • Compare and contrast Asoka and Akbar, famous kings of India. Vocabulary and Content •
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Indus River Civilizations Aryans Maurya Empire Asoka Gupta Empire Mughal Empire Akbar Shah Jahan Taj Mahal Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 8 Indus River Civilization slideshow 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Have students create stories using Hindu terms. 3. Watch and discuss video clips about Hinduism. 4. Have students research selected Hindu deities. 5. Have students complete chart about Hindu deities. 6. Conduct an in‐
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critical to world history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. How do Hindu beliefs all tie together? 2. How do Hindu concepts of purity and karma lead to social inequality in India today? 2d: Colonization & Independence of India Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Britain’s treatment of India led to attempts to gain independence • No people enjoy being controlled by others • Mohandas Gandhi’s leadership & methods led to India successfully gaining independence Standards: • 5.1.9.F: Analyze the role Students should know: • Reasons Britain made India a colony • Changes Britain made to India as a colony • Attempts made by India to gain independence • Methods used by Mohandas Gandhi in India’s independence movement RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills Vocabulary and Content •
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East India Company Motivations for British Imperialism Britain as European Colonial Power Direct Rule Indirect Rule Sepoy Rebellion Changes Made After Sepoy Rebellion Mohandas Gandhi Mahatma Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 8 Sec. 4, Ch. 9 Sec.1 Queen Victoria’s Empire video clips Gandhi video clips 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Watch and discuss video clips about British •
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political symbols play in civil disobedience and patriotic activities. 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. 5.1.12.F: Evaluate the role of nationalism in uniting and dividing citizens. 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.4.9.C: Analyze how continuity and change have impacted world history. Essential Questions: 1. Why did Britain make India a colony? 2. What changes did Britain make to India? 3. How did Britain’s attempts to change India lead to attempts at independence? •
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Reading comprehension Research skills Written and oral expression of facts and concepts Students will be able to: • Identify the reasons Britain made India a colony. • Identify changes Britain made to India as a colony. • Identify attempts made by India to gain independence. • Explain methods used by Mohandas Gandhi in India’s independence movement. •
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Civil Disobedience Satyagraha Amritsar Massacre Salt March Partition of India (including reasons for) Year of Independence 1947 colonialism. 3. Evaluate changes made to India 4. Watch and discuss video clips about Mohandas Gandhi. 4.
How did India successfully gain independence? 2e: Modern History & Issues of India Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • India’s government is in many ways similar to the United States’. • India is emerging as a world economic power. Standards: • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 5.3.12.B: Compare and contrast policy‐making in various contemporary world governments. • 5.3.12.J: Evaluate critical issues in various contemporary governments. • 5.4.9.A: Explain how United States foreign policy is developed. • 5.4.9.B: Explain why and how different foreign Students should know: • India’s government structure • Issues India faced as a new country and how these issues were dealt with. • India’s interactions with neighboring countries and the world. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Compare and contrast India’s government with that of the United States. • Identify the issues India faced as a new country and explain how these issues Vocabulary and Content •
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Indian National Congress Pakistan as India’s Main Rival Jawaharlal Nehru Cold War Nonalignment Kashmir Indira Gandhi Sikh Separatist Movement Independence of Bangladesh Green Revolution Rajiv Gandhi India’s Government Type ‐ republic Nuclear weapons Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 9 Sec. 2‐5, Ch. 10 India’s government political cartoons 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Have students compare and contrast India’s government with the United States’ government. 3. Use political cartoons to identify issues faced by India’s government. •
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policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). 5.4.9.C: Identify the role of international organizations. l6.2.9.G: Compare and contrast various economic systems. 6.3.9.D: Explain why governments limit or promote international trade. 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.C: Analyze how continuity and change have impacted world history. •
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8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. How has India dealt with the adversities associated with a developing nation? 2. How is India developing into a world power? Unit 3: Africa 3a: Geography of Africa Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Big Ideas: Students should know: • The study of Africa’s • The Five Themes of Geography is guided by Geography can be the Five Themes of applied to the African Geography. continent. • Geographic • The location of representations are countries within essential to explain the Africa. spatial organization of • The basic physical people, places, and features of Africa and environments in Africa. how they impact the • Human actions have lives of individuals modified Africa’s and societies. physical environment, and physical systems affect Africa’s human systems. • Characteristics, distribution, and migration of human populations impact culture, economic interdependence, settlement patterns, and control of the African continent. • Africa’s places and regions have physical and human characteristics, and one’s culture and experiences may influence perception of Africa and the World. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation based on synthesis of facts • Note taking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain the Themes of Geography in relation to Africa. • Locate countries of Africa on a map. • Identify regions of Africa. • Locate key geographic features of Africa including but not limited to: bodies of water, mountain Vocabulary and Content •
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Countries of Africa Atlas Mountains Great Rift Valley Nile River Congo River Niger River Zambezi River Victoria Falls Lake Victoria Congo River Basin Mount Kilimanjaro Sahara Desert Savannah Serengeti Plain Aswan High Dam Kariba Dam Escarpment Cataract Hydroelectric power Desertification Tropic of Cancer Tropic of Capricorn Kalahari Desert Sahel Swahili Sleeping Sickness Tropics Drought 4 Major climate zones of Africa Importance of rainfall to Africa’s climate Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic – Chapter 3 Sections 1 & 2 Rand McNally Classroom Atlas 1. Have students complete a blank political map of Africa by filling‐in countries of Africa. 2. Have students complete a blank physical map of Africa by labeling basic geographic features of Africa 3. Have students use special purpose maps to identify various climate zones and rainfall amounts on the African continent. 4. Have students use a special purpose map to determine where populations have settled on the African continent. Standards: • 7.1.9.A: Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.2.12.A: Analyze the physical characteristics of places and regions, including the interrelationships among the components of Earth’s physical systems. Essential Questions: 1. How do the Five Themes of Geography shape our understanding of Africa? 2. How do waterways, climate(s), rainfall, shape population patterns of Africa? 3. How do physical features shape the lives of individuals and societies of Africa? •
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chains, rivers plains. Explain the impact of elevation on the African continent. Define climate and identify the factors of climate that shape Africa. Identify and explain the importance of basic physical features of Africa. Unit 3b: Philosophies/Religions of Africa Suggested Duration: 5 days Standards, Big Ideas, and Essential Questions Big Ideas: • Africa’s religions contribute to its diversity. • Most African religions were monotheistic. • Patterns of life in African societies were guided by the religions of Africa. Standards: • 8.4.12.C: Evaluate how continuity and change have impacted the world today. Essential Questions: 1. What are the basic terms and concepts of Africa’s religions? 2. How do the religions of Africa contribute to Africa’s culture and history? 3. How African religions answer the three basic questions: Where have we come from? What is our purpose? (Why are we here?) Where are we headed? Concepts Students should know: • The basic ideas behind African religion. • How Islam, Christianity, and Judaism have impacted Africa. • How African religion has shaped Africa’s history and culture. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the basic ideas behind African religions. • Explain how Africa’s traditional religions have contributed to the history of Africa. • Explain how Africa’s traditional religions have contributed to the culture of Africa • Explain the impact of the three major Vocabulary and Content •
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Monotheism Polytheism Role of Ancestors Sacrifices Animism Divination Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic ‐ Chapter 3 (pages 91‐92 1. Have students create a color coded map of Africa to demonstrate where Islam, Christianity, and Judaism had an impact. 2. Have students research an African religion and present their findings in a 3‐5 slide PowerPoint. monotheistic religions in Africa. 3c: Ancient Civilizations of Africa Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Big Ideas: • African Culture is a way of life of a group of people that is learned and passed on. • African Civilization is an advanced culture with particular characteristics. • Ancient Civilizations provide the keys to understanding the history of Africa. Standards • 5.2.9.B: Analyze strategies used to resolve conflicts in society and government. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. • 8.4.9.A: Compare the role groups and Concepts Competencies and Social Studies Core Skills Students should know: RTM Core Social Studies Skills: • Ancient African Culture has helped • Establishing shape aspects of what timelines Africans think, do, and • Analysis and believe. interpretation • The basis of African based on synthesis civilization is an of facts agricultural surplus • Notetaking and and its main elements organizational skills include: specialized • Reading labor, towns and comprehension cities, advanced • Research skills technology, complex • Written and oral social organizations, expression of facts and writing. and concepts Students will be able to: • List ancient civilizations of Africa. • Identify major achievements of various ancient civilizations of Africa. • Name significant rulers/persons in relation to the ancient civilizations of Africa. • Interpret the legacies of various ancient Vocabulary and Content •
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Culture Egypt Kush Axum Oluvai Gorge Kastha Ezana Pharaoh Hieroglyphics Timbuktu Gold‐Salt Trade Mansa Musa Ghana Mali Songhai Benin Sofala Zimbabwe City‐State Sunni Ali Askia Muhammad Mosque Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic p. 71‐85 1. Have students create a project on one of the ancient civilizations. 2. Use readings and videos on Ancient African culture/civilizations.
3. Have students create a timeline of Ancient Civilizations of Africa. 4. Have students create flashcards with the name of the ancient civilization on the front, and important rulers and achievements of that civilization on the back. •
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individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What are the ancient civilizations of Africa and how have they contributed to Africa’s culture? 2. How did African civilization develop? 3. What contributions did the Gold‐Salt Trade play in the rise of African Civilizations? civilizations. 3d: Colonization & Independence of Africa Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • The slave trade was the result of the colonization of Latin America and greatly impacted the population of Africa • European countries’ treatment of Africans led to attempts to gain independence • No people enjoy being controlled by others • Diversity in Africa caused difficulty in establishing stable new countries Standards: • 5.1.9.F: Analyze the role political symbols play in civil disobedience and patriotic activities. • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.1.12.F: Evaluate the role of nationalism in uniting and dividing citizens. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 8.1.9.A: Compare Students should know: • Europeans turned to Africa for slaves • Europeans colonized Africa during the Industrial Revolution for its resources • Europeans did not take into consideration the differences between groups in Africa when creating the borders of colonies • Changes Europeans made to Africa as a colonies • Attempts made by Africans to gain independence RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the reasons Europeans made Africa a colony. • Identify changes Europeans made to Africa as a colony. • Identify attempts made by Africa to gain independence. Vocabulary and Content •
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Middle Passage Triangular Trade Route Abolition Liberia and Sierra Leone established by former slaves Leopold II & the Congo Free State Berlin Conference Liberia and Ethiopia never colonized Educated elite Nationalism Negritude movement Pan‐Africanism Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 4 Sec. 3, 4, 5 and Ch. 5 sec. 1 Amistad video clip Colonization map of Africa 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Have students use video clips to answer questions, prompt discussions, and reinforce learning. 3. Have students complete a map of the colonies of Africa to answer questions, prompt discussions, and reinforce learning. •
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patterns of continuity and change over time, applying context of events. 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.4.9.C: Analyze how continuity and change have impacted world history. Essential Questions: 1. Why did Europeans turn to Africa for slaves? 2. Why did European nations colonize Africa? 3. What changes did Europeans make to Africa? 4. What conditions led to Africans’ efforts to gain independence? 5. How and when did African nations successfully gain independence? 3e: Modern History & Issues of Africa Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Many African nations have to overcome differences created by colonization in order to develop • Differences in the distribution of resources have caused African nations to develop at different rates • Ethnic, religious, and other cultural differences within nations have made development difficult Standards: • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 5.3.12.B: Compare and contrast policy‐making in various contemporary world governments. • 5.3.12.J: Evaluate critical issues in various contemporary governments. Students should know: • Differences created by colonization African nations have had to overcome in order to develop (i.e. control of oil within Nigeria, Hutu v. Tutsi, apartheid, etc.) • Differences in the distribution of resources caused African nations to develop at different rates (i.e. Nigeria has oil and many do not) • Ethnic, religious, and other cultural differences within nations made development difficult (i.e. Nigeria, Zimbabwe, Rwanda, Sudan, etc.) • Ways African nations have deal with the adversities associated with a developing nation RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the issues African nations have faced as a new country and explain how these issues were dealt with. • Explain differences created by colonization and how these differences have affected African nations development • Describe differences in the distribution of Vocabulary and Content •
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Secede Democratization Nigeria oil Biafra Zimbabwe Rhodesia Robert Mugabe Organization of African Unity International Monetary Fund Cold War nonalignment Afrikaners Pass Laws Townships Homelands Apartheid Steven Biko Sharpeville Massacre Soweto Disturbance Desmond Tutu F.W. de Klerk Nelson Mandela Rwandan genocide Hutu Tutsi Darfur Janjaweed AIDS in Africa Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 5 sec. 2‐5 & Ch. 6 Hotel Rwanda video Frontline: Rwanda video 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Use political cartoons to identify issues faced by countries of Africa. •
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5.4.9.A: Explain how United States foreign policy is developed. 5.4.9.B: Explain why and how different foreign policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). 5.4.9.C: Identify the role of international organizations. l6.2.9.G: Compare and contrast various economic systems. 6.3.9.D: Explain why governments limit or promote international trade. 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world •
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resources and how these differences have caused African nations to develop at different rates. Describe ethnic, religious, and other cultural differences within nations and how these differences have made. development difficult Describe ways African nations have deal with the adversities associated with a developing nation. Explain African nations’ interactions with neighboring countries and the world. •
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history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What differences created by colonization have African nations had to overcome in order to develop? 2. How have differences in the distribution of resources caused African nations to develop at different rates? 3. How have ethnic, religious, and other cultural differences within nations made development difficult? 4. How have African nations dealt with the adversities associated with a developing nation? 4a: Geography of East Asia Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Big Ideas: Students should know: • The study of East Asia’s • The Five Themes of Geography is guided by Geography can be the Five Themes of applied to East Asia. Geography. • The location of • Geographic countries within East representations are Asia. essential to explain the • The basic physical spatial organization of features of East Asia people, places, and and how they impact environments in East the lives of individuals Asia. and societies. • Human actions have modified East Asia’s physical environment, and physical systems affect East Asia’s human systems. • Characteristics, distribution, and migration of human populations impact culture, economic interdependence, settlement patterns, and control of East Asian. • East Asia’s places and regions have physical and human characteristics, and one’s culture and experiences may influence perception of East Asia and the World. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation based on synthesis of facts • Note taking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain the Themes of Geography in relation to East Asia. • Locate countries of East Asia on a map. • Identify regions of East Asia. • Locate key geographic features of East Asia including but not limited to: bodies of water, mountain chains, rivers plains. • Explain the impact of Vocabulary and Content •
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East China Sea Pacific Ocean Sea of Japan Yellow Sea South China Sea Beijing Countries of East Asia Huang He (Yellow) River Xi Jiang (West) River Chang River (Yangzi) River Himalayas Gobi Desert Isolating factors of East Asia Loess Six regions of China Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic – Chapter 15 Sections 1 & 2 Rand McNally Classroom Atlas 1. Have students complete a blank political map of East Asia by filling‐in countries of East Asia. 2. Have students complete a blank physical map of East Asia by labeling basic geographic features of East Asia 3. Have students use special purpose maps to identify various climate zones and rainfall amounts in East Asia. 4. Have students use a special purpose map to determine where populations have settled in East Asia. Standards: • 7.1.9.A: Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.2.12.A: Analyze the physical characteristics of places and regions, including the interrelationships among the components of Earth’s physical systems. Essential Questions: 1. How do the Five Themes of Geography shape our understanding of East Asia? 2. How do waterways, climate(s), rainfall, shape population patterns of East Asia? 3. How do physical features shape the lives of individuals and societies of East Asia? 4. What isolation factors contributed to the “Middle Kingdom” concept? •
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elevation on East Asia. Define climate and identify the factors of climate that shape East Asia. Identify and explain the importance of basic physical features of East Asia. 4b: Philosophies/Religions of China Suggested Duration: 5 days Standards, Big Ideas, and Essential Questions Big Ideas: • Buddhism has its roots in Hinduism. • Confucianism, Buddhism, Legalism, and Taoism has helped shape Chinese culture. • Taoism emphasizes harmony with nature and the World. • Legalism emphasizes strict reward and punishment. • Confucianism emphasizes filial piety and respect for education. Standards: • 8.4.12.C: Evaluate how continuity and change have impacted the world today. Essential Questions: 1. What are the basic principles of Buddhism, Taoism, Confucianism, and Legalism? 2. How do Buddhism, Taoism, Confucianism, and Legalism contribute to the family structure and social organizations of China? 3. How does religion/philosophy answer the three basic questions: Where have Concepts Students should know: • The basic ideas of Buddhism, Taoism, Confucianism, and Legalism. • How Buddhism, Taoism, Confucianism, and Legalism have impacted Chinese culture. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the basic ideas of Buddhism, Taoism, Confucianism, and Legalism. • Explain how Buddhism, Taoism, Confucianism, and Legalism have contributed to the history of China. Vocabulary and Content •
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Buddhism Taoism Confucianism Legalism Buddha Confucius Confucian Values Five Relationships Filial Piety Analects Taoist Values Lao Tzu (Zi) Tao Te Ching Tao P’u Wu‐wei Buddhist values Siddharta Guatama Four Noble Truths Eightfold Path Legalism Legalist Values Han Feizi Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic ‐ Chapter 15 Section II (pages 327‐333) “The Vinegar Tasters” Excerpts from the Tao Te Ching by Lao Tzu 1. Buddhism: Have students write down their wants on a sheet of paper. Then have students rip up the paper to demonstrate Buddhism’s fundamental concept of not growing attached to things of this world. 2. Taoism: Have students create Taoist drawings. Use examples of Taoist drawings to show the emphasis nature plays in Taoist artwork. 3. Legalism: While teaching the fundamental concepts of Legalism, model legalism in the classroom by praising students who are on task and comparing them with students who are not. we come from? What is our purpose? (Why are we here?) Where are we headed? 4. Confucianism: Have students learn the fundamental principle of respect for elders by having students arrange themselves in order from oldest to youngest. Have the younger students respect and listen to the oldest student during class activities for that day. 4c Ancient Civilizations of East Asia Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Big Ideas: • East Asian Culture is a way of life of a group of people that is learned and passed on. • Ancient East Asian Civilization is an advanced culture with particular characteristics. • Ancient Civilizations provide the keys to understanding the history of East Asia. Concepts Competencies and Social Studies Core Skills Students should know: RTM Core Social Studies Skills: • Ancient East Asian Culture has helped • Establishing shape aspects of what timelines East Asians think, do, • Analysis and and believe. interpretation • The basis of East based on synthesis Asian civilization is an of facts agricultural surplus • Notetaking and and its main elements organizational skills include: specialized • Reading labor, towns and comprehension cities, advanced • Research skills Vocabulary and Content •
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Culture Shi Huangdi Great Wall Li Bo Kubilai Khan Xia Shang Zhou Qin Han Tang & Song Yuan Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic p. 337‐
346 Mysteries of Asia: The Great Wall video 1. Have students create a project on one of the ancient civilizations. 2. Use readings and videos on Ancient East Asian culture/civilizations.
3. Have students create a timeline of Ancient Civilizations Essential Questions: 1. What are the ancient civilizations of East Asia and how have they impacted the culture and lives of East Asians? 2. How does Ancient East Asian history shape East Asians’ perspective? 3. How did East Asian civilization develop? 4. What role does the Mandate of Heaven play in the various dynasties? 5. What are key achievements of each of China’s dynasties? technology, complex social organizations, and writing. •
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Ming Qing Genghiz Khan Marco Polo Acupuncture of East Asia. 4. Have students create flashcards with the name of the ancient civilization on the front, and important rulers and achievements of that civilization on the back. 4d: Colonization & Independence of China Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Big Ideas: • Britain’s use of opium to balance trade with China led to foreign influence in China • Foreign influence in China led to rebellion against foreigners • Failed attempts at removing foreigners led to the overthrow of the emperor • The power struggle between the Nationalists and Communists ended with the establishment of the People’s Republic of China Standards: • 5.1.9.F: Analyze the role political symbols play in civil disobedience and patriotic activities. • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.1.12.F: Evaluate the role of nationalism in uniting and dividing citizens. • 5.2.12.B: Examine the causes of conflicts in society and evaluate Concepts Students should know: • How Britain’s use of opium to balance trade led to the increase in foreign influence in China • How the increase in foreign influence led to a series of rebellions in China • That failed attempts to remove foreign influence led to the overthrow of the emperor • That the struggle for control of China between the Communists and the Nationalists ended with the establishment of the People’s Republic of China Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain how Britain’s use of opium to balance trade with China led to foreign influence in China. • Explain how foreign influence in China led to rebellion against foreigners. • Explain how failed attempts at removing foreigners led to the overthrow of the emperor. Vocabulary and Content •
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Opium War Treaty of Nanjing Hong Kong Spheres of Influence Taiping Rebellion Boxer Rebellion Ci Xi Pu Yi Republican Revolution Sun Yatsen Three Principles of the People Nationalists Chiang Kai‐shek Communists Mao Zedong Long March Rape of Nanjing Karl Mark Proletariat Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 15 sec. 5 The Last Emperor video clips Long March reading 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Watch and discuss video clips about the last emperor of China. 3. Compare and contrast Taiping Rebellion, Boxer Rebellion, and Republican Revolution. 4. Read and discuss article describing the Long March. •
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techniques to address those conflicts. 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.4.9.C: Analyze how continuity and change have impacted world history. Essential Questions: 1. How did Britain’s use of opium to balance trade with China lead to foreign influence? 2. How did foreign influence in China lead to rebellion against foreigners? 3. How did failed attempts at removing foreigners lead to the overthrow of the emperor? 4. How did the power struggle between the Nationalists and Communists end with the establishment of the People’s Republic of China •
Describe the power struggle between the Nationalists and Communists and how it ended with the establishment of the People’s Republic of China. 4e: Modern History & Issues of China Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Although well intentioned, Mao Zedong’s programs were failures and had a lasting negative impact on China’s development • Deng Xiaoping’s development plan for China helped move development forward and improve relations with the West • China’s development has unequally affected the people and has had a negative impact on the environment • China is emerging as a world economic power. Standards: • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 5.3.12.B: Compare and contrast policy‐making in various contemporary world governments. Students should know: • Mao Zedong’s development programs and how did they impacted China • Deng Xiaoping’s development plan for China and that it helped move development forward and improved relations with the West • China’s development unequally affects the people and has a negative impact on the environment • Ways China is emerging as a world economic power • How China has dealt with the adversities associated with a developing nation • The current relationship China has with the United States and neighboring nations RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe Mao Zedong’s development programs. • Explain how Mao Zedong’s development plans impacted China. • Describe Deng Xiaoping’s development plan for China and how it helped move development forward Vocabulary and Content •
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Totalitarian state Propaganda Great Leap Forward Collectives Communes Cultural Revolution Red Guard Deng Xiaoping Tiananmen Square Uprising Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 16 To Live movie Modern China video 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Use movie To Live to show students Mao Zedong’s development plans and how they impacted the people of China. 3. Have students compare and contrast China’s government and economy with the United States’. 4. Use political cartoons to identify issues faced by China. •
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5.3.12.J: Evaluate critical issues in various contemporary governments. 5.4.9.A: Explain how United States foreign policy is developed. 5.4.9.B: Explain why and how different foreign policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). 5.4.9.C: Identify the role of international organizations. 6.2.9.G: Compare and contrast various economic systems. 6.3.9.D: Explain why governments limit or promote international trade. 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.4.9.A: Compare the role groups and individuals played in the •
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and improved relations with the West. Describe how China’s development unequally affects the people and has a negative impact on the environment. Explain ways China is emerging as a world economic power. Explain how China has dealt with the adversities associated with a developing nation. Explain China’s interactions with neighboring countries and the world. social, political, cultural, and economic development in world history. • 8.4.9.C: Analyze how continuity and change have impacted world history. • 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What were Mao Zedong’s development programs and how did they impact China? 2. How did Deng Xiaoping’s development plan for China help move development forward and improve relations with the West? 3. How has China’s development unequally affected the people and has negatively impact on the environment? 4. In what ways is China emerging as a world economic power? 5. How has China dealt with the adversities associated with a developing nation? Unit 5: Latin America 5a: Geography of Latin America Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • The study of Latin America’s Geography is guided by the Five Themes of Geography. • Geographic representations are essential to explain the spatial organization of people, places, and environments in Latin America. • Human actions have modified Latin America’s physical environment, and physical systems affect Latin America’s human systems. • Characteristics, distribution, and migration of human populations impact culture, economic interdependence, settlement patterns, and control of Latin America. • Latin America’s places and regions have physical and human characteristics, and one’s culture and experiences may influence perception of Latin America and the Students should know: • The Five Themes of Geography can be applied to the Latin America. • The location of countries within Latin America. • The basic physical features of Latin America and how they impact the lives of individuals and societies. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation based on synthesis of facts • Note taking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain the Themes of Geography in relation to Latin America. • Locate countries of Latin America on a map. • Identify regions of Latin America. • Locate key geographic features of Latin America including but not limited to: bodies Vocabulary and Content •
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Countries of Latin America Rio Grande Pacific Ocean Atlantic Ocean Cape Horn Terra Del Fuego Falkland Islands West Indies Greater Antilles Lesser Antilles Andes Mountains Galapagos Islands Caribbean Sea Gulf of Mexico Yucatan Peninsula Isthmus of Panama Atacama Desert Gran Chaco Amazon River Amazon River Basin Amazon Rain Forest Brazilian Highlands Sierra Madres East Sierra Madres West Central Plateau (Mexico) Baja California Rio de la Plata Strait of Magellan Chonos Archipelago Panama Canal Orinoco River Lake Titicaca Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic – Chapter 20 Sections 1‐2 Rand McNally Classroom Atlas 1. Have students complete a blank political map of Latin America by filling‐in countries of Latin America. 2. Have students complete a blank physical map of Latin America by labeling basic geographic features of Latin America 3. Have students use special purpose maps to identify various climate zones and rainfall amounts in Latin America. 4. Have students use a special purpose map to determine where populations have settled in Latin America. World. Standards: • 7.1.9.A: Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.2.12.A: Analyze the physical characteristics of places and regions, including the interrelationships among the components of Earth’s physical systems. Essential Questions: 1. How do the Five Themes of Geography shape our understanding of Latin America? 2. How do waterways, climate(s), rainfall, shape population patterns of Latin America? 3. How do physical features shape the lives of individuals and societies of Latin America? •
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of water, mountain chains, rivers plains. Explain the impact of elevation on Latin America. Define climate and identify the factors of climate that shape Latin America. Identify and explain the importance of basic physical features of Latin America. 5b: Philosophies/Religions of Latin America Suggested Duration: 5 days Pampas Patagonia Factors that led to Regionalism Tierra caliente Tierra templada Tierra fria Mestizo Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Catholicism shaped Latin American culture. • Catholicism replaced the traditional religions of Native Latin Americans. • A strict class system arose as a result of Spanish Imperialism. • The role of the Catholic Church in Latin American History. Standards: • 8.4.12.C: Evaluate how continuity and change have impacted the world today. Students should know: • Catholicism replaced traditional religions of Native Latin Americans.. • How Catholicism has shaped Latin American cultures. • How the Catholic Church gained and exercised its political influence in Latin America. • The class system put in place by Spanish Imperialism. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the basic ideas behind Catholicism. • Explain how Latin America’s traditional religions were replaced by Catholicism. • Explain how Catholicism plays an important role in Latin American history and culture. • Explain the impact of Catholicism on the political, religious, social, and economic Essential Questions: 1. How do Latin Americans respond to Catholicism? 2. How does Catholicism replace the traditional religions of Latin America? 3. How does the Catholic Religion answer the three basic questions: Where have we come from? What is our purpose? (Why are we here?) Where are we headed? 4. In what ways did the Catholic Church serve as the religious, political, and economic center of Latin American society? Vocabulary and Content •
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Monotheism Polytheism Catholicism Peninsulare Creole Mestizo Native Americans Free Blacks Natives and the Catholic Church Africans and the Catholic Church Role of Catholic Church in governing societies of Latin America Role of Catholic Church in the economies of Latin America Padrinos Peon Hacienda Maroon colony Bartolome de las Casas Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic ‐ Chapter 21 (pages 464‐
469) 1. Have students create a traditional Spanish settlement (using design software/ or by drawing) to demonstrate the significance of the Church in Latin American society. 2. Have students create a color‐
coded social scale of the different classes in Spanish Latin America. Have students list what races comprise each social class. 3. Demonstrate the strength of the Catholic Church by creating a mock Spanish settlement in class. Divide students into classes, the Church, landowners, and have each describe and act‐
systems of Latin America. out their roles. 5c: Ancient Civilizations of Latin America Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Big Ideas: • Latin American Culture is a way of life of a group of people that is learned and passed on. • Ancient Latin American Civilization is an advanced culture with particular characteristics. • Ancient Civilizations provide the keys to understanding the history of Latin America. Standards: • 5.2.9.B: Analyze strategies used to resolve conflicts in society and government. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. • 8.4.9.A: Compare the Concepts Students should know: • Ancient Latin American Culture has helped shape aspects of what Latin Americans think, do, and believe. • The basis of Latin American civilization is an agricultural surplus and its main elements include: specialized labor, towns and cities, advanced technology, complex social organizations, and writing. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Establishing timelines • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • List ancient civilizations of Latin America. • Identify major achievements of various ancient civilizations of Latin America. • Name significant rulers/persons in relation to the ancient civilizations of Latin Vocabulary and Content •
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Culture Tenochtitlan Cuzco Tikai Quetzalcoatl Hernando Cortez Moctezuma Francisco Pizarro Atahualpa Maize Quipu Conquistador Maya Aztec Inca Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic p.447‐454
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role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What are the ancient civilizations of Latin America and how have they impacted the culture and lives of Latin Americans? 2. How does Ancient Latin American history shape Latin Americans’ perspective? 3. How did Latin American civilization develop? 4. What role did disease play in the downfall of the ancient civilizations of Latin America? •
America. Interpret the legacies of various ancient civilizations. 5d: Colonization & Independence of Latin America Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • European explorers forever changed the world with their “discovery” of the New World • The colonization of Latin America was the result of a desire to grow cash crops and make money • The slave trade was the result of the colonization of Latin America • European countries’ treatment of the people in Latin America led to attempts to gain independence • Diversity and geographic differences in Latin America caused difficulty in establishing stability in new countries Standards: • 5.1.9.F: Analyze the role political symbols play in civil disobedience and patriotic activities. • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.1.12.F: Evaluate the Students should know: • European explorers forever changed the world with their “discovery” of the New World • Europeans colonized Latin America for its agricultural resources • Europeans turned to Africa for slaves • Changes Europeans made to Latin America as colonies • The affect the social structure of Latin America had on attempts to gain independence RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the reasons Europeans made Latin America a colony. • Identify changes Europeans made to Latin America as a colony. • Describe the social structure of Latin America. • Identify attempts made by Latin Vocabulary and Content •
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Columbus Balboa Magellan Cabral Spain and Portugal as main colonizing powers Mercantilism Viceroy Haciendas Peninsulares Creoles Mestizos Maroon colonies Toussant L’Ouverture Simon Bolivar Jose de San Martin Miguel Hidalgo Don Pedro Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 21 sec. 1‐3 The Mission video clip Exploration map of Latin America Colonization map of Latin America Social Structure pyramid 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Have students use video clips to answer questions, prompt discussions, and reinforce learning. 3. Have students complete a map of the exploration of Latin America to answer questions, prompt discussions, and reinforce learning. 4. Have students complete a map of the colonies of Latin America to •
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role of nationalism in uniting and dividing citizens. 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.4.9.C: Analyze how continuity and change have impacted world history. Essential Questions: 1. How did European explorers forever change the world with their “discovery” of the New World? 2. Why did European nations colonize Latin America? 3. How did the colonies in Latin America cause Europeans to turn to Africa for slaves? 4. What changes did Europeans make to Latin America? 5. What conditions led to Americans to gain independence. answer questions, prompt discussions, and reinforce learning. 6.
Latin Americans’ efforts to gain independence? How and when did Latin American nations successfully gain independence? 5e: Modern History & Issues of Latin America Suggested Duration: 6‐8 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Many Latin American nations have to overcome differences created by colonization in order to develop • Socioeconomic differences within nations have made development difficult • Economic development can have a negative impact on the environment Standards: • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 5.3.12.B: Compare and contrast policy‐making in Students should know: • Differences created by colonization Latin American nations had to overcome in order to develop • Socioeconomic differences within nations made development difficult • Ways Latin American nations have dealt with the adversities associated with a developing nation RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the issues Latin American nations have faced as a new country and explain how these issues were dealt Vocabulary and Content •
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Mexican Revolution NAFTA Brazilian rainforest Brazilian Miracle Fidel Castro Communism in Cuba Bay of Pigs Cuban Missile Crisis Trade Embargo Puerto Rico Nicaragua El Salvador Debt problems Drug trade Environmental impact Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 21 sec 4, Ch. 22 & 23 Romero video 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Use political cartoons to identify issues faced by countries of Latin America. 3. Use video to identify issues faced by countries of Latin America. •
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various contemporary world governments. 5.3.12.J: Evaluate critical issues in various contemporary governments. 5.4.9.A: Explain how United States foreign policy is developed. 5.4.9.B: Explain why and how different foreign policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). 5.4.9.C: Identify the role of international organizations. l6.2.9.G: Compare and contrast various economic systems. 6.3.9.D: Explain why governments limit or promote international trade. 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.4.9.A: Compare the •
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with. Explain differences created by colonization and how these differences have affected Latin American nations’ development. Describe socioeconomic differences within nations and how these differences have made development difficult. Describe ways Latin American nations have dealt with the adversities associated with a developing nation. Explain Latin American nations’ interactions with neighboring countries and the world. •
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role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What differences created by colonization have Latin America nations had to overcome in order to develop? 2. How have socioeconomic differences caused Latin America nations to develop at different rates? 3. How have Latin American nations dealt with the adversities associated with a developing nation? Unit 6: The Middle East 6a: Geography of the Middle East Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • The study of the Middle East’s Geography is guided by the Five Themes of Geography. • Geographic representations are essential to explain the spatial organization of people, places, and environments in Middle East. • Human actions have modified the Middle East’s physical environment, and physical systems affect the Middle East’s human systems. • Characteristics, distribution, and migration of human populations impact culture, economic interdependence, settlement patterns, and control of the Middle East. • The Middle East’s places and regions have physical and human characteristics, and one’s culture and experiences may Students should know: • The Five Themes of Geography can be applied to the Middle East. • The location of countries within the Middle East. • The basic physical features of the Middle East and how they impact the lives of individuals and societies. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation based on synthesis of facts • Note taking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Describe, differentiate between, and explain the Themes of Geography in relation to the Middle East. • Locate countries of the Middle East on a map. • Identify regions of the Middle East. • Locate key geographic features of the Middle East including but not limited to: bodies of Vocabulary and Content •
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Countries of the Middle East Mediterranean Sea Aegean Sea Strait of Gibraltar Atlas Mountains Ahaggar Mountains Nile River Sinai Peninsula Syrian Desert Mesopotamia Euphrates River Arabian Peninsula Rub Al‐Khali Gulf of Aden Arabian Sea Red Sea Suez Canal Taurus Mountains Pontic Mountains Anatolian Plateau Iranian Plateau Zagros Mountains Persian Gulf Gulf of Oman Elburz Mountains Tigris River Caspian Sea Black Sea Maghreb Asia Minor Fertile Crescent Strait of Hormuz Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic – Chapter 25 Section 1 Rand McNally Classroom Atlas 1. Have students complete a blank political map of the Middle East by filling in countries of Middle East. 2. Have students complete a blank physical map of the Middle East by labeling basic geographic features of Middle East 3. Have students use special purpose maps to identify various climate zones and rainfall amounts in the Middle East. 4. Have students use a special purpose map to determine where populations have settled in the Middle East. influence perception of the Middle East and the World. Standards: • 7.1.9.A: Explain and illustrate how geographic tools are used to organize and interpret information about people, places, and environments. • 7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems. • 7.2.12.A: Analyze the physical characteristics of places and regions, including the interrelationships among the components of Earth’s physical systems. Essential Questions: 1. How do the Five Themes of Geography shape our understanding of the Middle East? 2. How do waterways, climate(s), rainfall, shape population patterns of the Middle East? 3. How do physical features shape the lives of individuals and societies of the Middle East? •
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water, mountain chains, rivers plains. Explain the impact of elevation on the Middle East. Define climate and identify the factors of climate that shape the Middle East. Identify and explain the importance of basic physical features of the Middle East. 6b: Philosophies/Religions of the Middle East Suggested Duration: 5 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • How the three monotheistic religions (Christianity, Islam, and Judaism) have helped shape Middle Eastern culture. • Basic understanding of Christianity, Judaism, Islam. • Importance of Jerusalem, and significant sights of the three major monotheistic religions in Jerusalem. • Conflict and clash amongst the three monotheistic religions. Standards: • 8.4.12.C: Evaluate how continuity and change have impacted the world today. Students should know: • Basic teachings and concepts of Christianity, Islam, and Judaism. • Key figures and texts of Christianity, Islam, and Judaism • The cultural impact Christianity, Islam, and Judaism have had on the Middle East. • The significance of Jerusalem. • Significant celebrations of Christianity, Islam, and Judaism. RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the basic ideas behind Christianity, Islam, and Judaism. • Explain how Christianity, Islam, and Judaism have impacted the Middle Eastern Culture. • Explain how Christianity, Islam, and Judaism play an important role in Middle Eastern history. • Explain the importance of Essential Questions: 1. How has the history of the Middle East been shaped by Christianity, Islam, and Judaism ? 2. How has the culture of the Middle East been shaped by Christianity, Islam, and Judaism? 3. Who are key figures within Christianity, Islam, and Judaism? 4. What are the Holy Books Vocabulary and Content •
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Monotheism Shariah Five Pillars Hejira Islam Mecca Medina Jerusalem Crusades Arab‐Israeli Conflict West Bank Gaza Strip Zionism Balfour Declaration UN Partition Plan Intifada Unilateral Withdraw Theodor Hertzl Yitzhak Rabin Yassir Arafat Arab Israeli Conflict Wars (1948; 1956; 1967; 1973) Camp David Accords Oslo Accords Christianity, Islam, and Judaism’s: o Key figure o Date of origin o Holy books o Building of worship o View of Jesus o View of Afterlife o Holidays o Response to 3 basic questions of religion o Main sects o Importance of Jerusalem Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic Chapter 25 & 26 pages 563‐573 (and other sections on chapters focusing the Middle East) 1. Show PowerPoint on key sites in Jerusalem – include sites such a Dome of the Rock, Church of the Holy Sepulcher, Wailing Wall, etc. 2. Have students create a timeline incorporating the major events, clashes between, and histories of Christianity, Islam, and Judaism. 3. Create a Venn Diagram analyzing the similarities and differences amongst Christianity, Islam, and Judaism. 5.
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of Christianity, Islam, and Judaism? What are the basic teachings and concepts of Christianity, Islam, and Judaism? How have Christianity, Islam, and Judaism led to unrest in the Middle East? What role as Jerusalem played in Christianity, Islam, and Judaism? Jerusalem to Christianity, Islam, and Judaism. 6c Ancient Civilizations of Middle East Suggested Duration: 3‐4 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Middle Eastern Culture is a way of life of a group of people that is learned and passed on. • Ancient Middle Eastern Civilization is an advanced culture with particular characteristics. • Ancient Civilizations provide the keys to understanding the history of Middle East. Standards: • 5.2.9.B: Analyze strategies used to resolve conflicts in society and government. • 5.2.12.B: Examine the Students should know: • Ancient Middle Eastern Culture has shaped aspects of what Middle Easterners think, do, and believe. • The basis of Middle Eastern civilization is an agricultural surplus and its main elements include: specialized labor, towns and cities, advanced technology, complex social organizations, and writing. RTM Core Social Studies Skills: • Establishing timelines • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • List ancient civilizations of the Vocabulary and Content •
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Culture Sumer Persian Empire Alexandria Hammurabi Hittites Phoenicians Zoroaster Hellenistic civilization Byzantine Empire Ziggurat Scribe Cuneiform Satrap Mesopotamia Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic p. 557‐
562 1. Have students create a project on one of the ancient civilizations. 2. Use readings and videos on Ancient Middle Eastern culture/civilizations.
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causes of conflicts in society and evaluate techniques to address those conflicts. 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.B: Contrast the importance of historical documents, artifacts, and sites which are critical to world history. 8.4.9.C: Analyze how continuity and change have impacted world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. What are the ancient civilizations of the Middle East and how have they impacted the culture and lives of Middle Easterners? 2. How does Ancient Middle Eastern history •
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Middle East. Identify major achievements of various ancient civilizations of the Middle East. Name significant rulers/persons in relation to the ancient civilizations of the Middle East. Interpret the legacies of various ancient civilizations. front, and important rulers and achievements of that civilization on the back. 3.
shape Middle Eastern perspective? How did Middle Eastern civilization develop? 6d: Colonization & Independence of Middle East Suggested Duration: 4‐6 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Domination by the Ottoman Empire and later Europe has had a lasting impact on the Middle East • No people enjoy being controlled by others Standards: • 5.1.9.F: Analyze the role political symbols play in civil disobedience and patriotic activities. • 5.1.12.F: Evaluate the role of nationalism in uniting and dividing citizens. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. Students should know: • That most of the Middle East had been conquered by the Ottoman Empire • In an attempt to gain independence, the Arab people fought for the British and French against the Ottoman Empire in World War I • European imperialism resulted from World War I • European imperialism fostered feelings of nationalism throughout the Middle East RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain that most of the Middle East had been conquered by the Ottoman Empire. • Explain that in an attempt to gain independence, the Vocabulary and Content •
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Ottoman Empire Mustafa Ataturk Ataturk’s Reforms Arab nationalism Balfour Declaration UN Partition Plan Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 26 Sec. 4 Ataturk’s Reforms reading Nasser Nationalizes the Suez Canal article 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. •
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Arab people fought for the British and French against the Ottoman Empire in World War I. Explain how European imperialism resulted from World War I. Explain how European imperialism fostered feelings of nationalism throughout the Middle East. 6e: Modern History & Issues of the Middle East Suggested Duration: 8‐10 days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Ideas: • Middle Eastern nations had to overcome many obstacles after gaining independence • Events in the Middle East have an impact on the United States • Actions of the United States impact events in the Middle East Standards: • 5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life. • 5.2.12.B: Examine the causes of conflicts in society and evaluate techniques to address those conflicts. • 5.3.12.B: Compare and contrast policy‐making in various contemporary world governments. • 5.3.12.J: Evaluate critical issues in various contemporary governments. • 5.4.9.A: Explain how United States foreign policy is developed. • 5.4.9.B: Explain why and how different foreign Students should know: • What the Arab‐Israeli conflict is and what led to It • The steps that led to Iran becoming a theocracy • Current US‐Iran relations • The various conflicts involving modern Iraq and the role the US played in them • What led to the 9/11 Attacks, who was involved, and what the U.S. reaction was RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain what the Arab‐Israeli conflict is and identify what led to it. • Identify the steps that led to Iran becoming a theocracy. • Describe current US‐
Iran relations. • Describe the various conflicts involving modern Iraq and the role the US played in Vocabulary and Content •
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Pan‐Arabism Shariah Islamic fundamentalism nationalization Fertigation Desalination Palestinian Territories Intifada Zionism War of 1948 Suez War Six Day War Yom Kippur War Camp David Accord Oslo Accord OPEC Saddam Hussein Persian Gulf War Operation Iraqi Freedom Shah Muhammad Reza Pahlavi Ayatollah Khomeini Islamic Revolution Iran‐Iraq War OPEC Gamal Abdel Nasser Aswan High Damn Suez Crisis Anwar Sadat Osama bin Laden Al Qaeda 9/11 Attacks Cold War Conflict in Afghanistan Mujahedeen Taliban Instructional Materials Suggested Activities Ahmad, World Cultures: A Global Mosaic, Ch. 27 & 28 Datleine: Inside Iran Persian Gulf War video Meeting Osama bin Laden video Percepolis graphic novel by Marjane Satrapi 1. Have students use readings to answer questions, prompt discussions, and reinforce learning. 2. Use political cartoons to identify issues faced by countries of the Middle East. •
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policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). 5.4.9.C: Identify the role of international organizations. l6.2.9.G: Compare and contrast various economic systems. 6.3.9.D: Explain why governments limit or promote international trade. 7.3.9.A: Explain the human characteristics of places and regions using the following criteria: 8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world. 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.C: Analyze how continuity and change have impacted world history. •
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8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. Essential Questions: 1. How did Middle Eastern nations develop? 2. What are the causes of the Arab‐Israeli conflict 3. How has the U.S. been impacted by and made an impact on Iran 4. How has the U.S. been impacted by and made an impact on Iraq 5. What led to and happened on September th
11 ?