ROSE TREE MEDIA SCHOOL DISTRICT COURSE CURRICULUM COURSE TITLE: Social Studies GRADE LEVEL: 9 CREATION DATE: July, 2002 Essential Question, Concept or Theme: Middle East Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills What impact do resources have on the region? Why is the region significant inn geopolitics? What are the historical roots and current status of disputes in the Middle East, particularly the ArabIsraeli Conflict? What are the three major monotheist religions and how did they develop in the Middle East? Instructor may utilize a variety of activities in order to enhance skill development in the following areas: Locate key sites on maps Identify resource centers Show the impact of deserts and mountains on the people Identify the major role of water in the region Examine the culture of the Bedouins Demonstrate an understanding of the process of change in the social system Understand the centrality of villages in Middle Eastern life Show life in the cities Examine how Judaism, Christianity, and Islam are practiced Understand the importance of Jerusalem to each religion See how a follower of each religion would live Study the differences within each religion Examine art and music in the Middle Eastern context Study the history of the post Mohammed period to see its grandeur and impact on the West Analyze how art, music, and literature reflect cultural values Discuss the development of Zionism and the creation of Israel Identify the roots of tensions between Arabs and Jews in the Middle East Understand the Palestinian viewpoint Social Studies – Grade 9 Aligned Materials/ Resources/Technology Assessment The instructor will utilize appropriate student products, performances, and assessments from the following: Department Standardized Midterm and Final Exams Teacher developed exams Quizzes - announced and unannounced Essays Research papers and/or projects Oral presentations and/or debates Multimedia projects Creative Projects Cooperative Learning Projects Current Event Assignments Graphic organizers Homework Assignments Classroom Activities Required notebooks Book reports and film reviews Class Participation Page 1 Standard Textbook World Cultures: A Global Mosaic, Prentice Hall, 1999. Additional Text Through Middle Eastern Eyes, CITE Books, 1993. Novels Nectar in a Sieve, by Kamala Markandaya The Good Earth, by Pearl S. Buck Things Fall Apart, by Chinua Achebe Videos Gandhi Little Buddha To Live Cry Freedom The Mission Romero Computer Software Hyperstudio Freelance Graphics Inspiration Lotus Word Pro Instructional Strategies Readings (Novels, Poetry, Primary Sources, Articles, etc.) Essay Writing Atlas Skill Activities Map Labeling Activities Cooperative Learning Activities Research Projects Creative Projects Hands On Activities Current Events Analysis Video Learning Activities Art Activities Poster Analysis Activities Cultural Simulations Slide Show Presentations Political Cartoon Analysis Discussions and Debates Lecture Homework assignments Fieldtrips Analysis of primary sources Role playing activities Structured review Internet research, web quests, CD-ROM, and other computer assisted learning Student presentations Guest speakers Peer editing Using food, language, and music of the culture -1- July 2002 Essential Question, Concept or Theme: Middle East Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Aligned Materials/ Resources/Technology Assessment Instructional Strategies Understand the Israeli viewpoint Examine the difficulties in establishing a lasting peace in the region Analyze the causes and effects of the Islamic Revolution in Iran Understand the tensions between secular and religious facets of the Iranian culture Evaluate the effectiveness of Iran’s theocracy and predict its future Evaluate fundamentalism as a part of all religious communities Determine why and how Saddam Hussein rose to power Analyze the causes and results of the Iran-Iraq and Persian Gulf wars Understand the background and current issues facing the Kurdish people in Iran, Iraq, and Turkey Determine the major world sources of oil Determine the major world users of oil Discover why oil/energy usage has increased so dramatically Evaluate the impact of oil resources and consumption on the U.S. Evaluate the impact of oil resources on the Middle East (Saudi Arabia) Social Studies – Grade 9 Page 2 -2- July 2002 Essential Question, Concept or Theme: Middle East Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Adaptations/Inclusion Techniques Instructor may utilize appropriate and inclusion techniques such as but not limited to: Extra help after school Adaptations as listed on IEP Alternate Readings Extended Time Test Reader Oral/modified tests Provide advance notice of future assignments (Advance Organizers) Note Taker (classmate, aide, and/or teacher for reproduction) Individual Aide Modified Assignments Alternate Assessments Wait Time Enrichment Strategies Web quests Novels, Poetry and Other Literature Primary Source Readings Independent Study Tiered Assignments Fieldtrips Visit to restaurant that pertains to the culture area under study Additional reading After school learning - film and discussion Remediation Strategies Multicultural/Interdisciplinary Connection Language Arts Novels, Poetry and Other Readings 5 Paragraph Essays Science Develop an understanding of natural science and how it relates to human development of a culture, focus on the Amazon Rain Forest Geography Environments Population Art Art Appreciation and Analysis. Music Music Appreciation and Analysis Integrate music of the region to understand the culture. (Merengue, Samba, Salsa, Calypso, Tango, Reggae, Bossa Nova) Peer Tutor Preferential Seating Audio Taped Textbook and Novels Technology Internet research Lotus Word Pro Word Processing Freelance Graphics Presentations Hyperstudio Presentations Inspiration Webs Foreign Language Use language to develop an understanding of the region, focus on Spanish, Portuguese, and indigenous languages Foreign Language Greetings and Terms Cultural Holidays and Celebrations Other areas to consider include: Food Traditional dress Social Studies – Grade 9 Page 3 -3- July 2002 Essential Question, Concept or Theme: India Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills How does Hinduism serve to unify the people and society of India? How has India been influenced by historic conquerors? How have these historic conquerors been influenced by India? How did Mahatma Gandhi use nonviolence to change the world? How is India trying to overcome the major challenges brought about by overpopulation? Instructor may utilize a variety of activities in order to enhance skill development in the following areas: Make inferences from minimal data Recognize that geography, history, politics, economics, beliefs and social values cannot be studied in isolation from each other Develop an understanding of the diversity of India Locate key Indian cities, countries, regions, mountains and bodies of water Describe the monsoons of India and how they affect life in India Identify India’s national language Recognize that each language is its own subculture Deduce that the impact that India’s geography had on the development and spread of languages and dialects Recall key facts about village life in India Infer information from village pictures Understand the importance of the extended family in India Make generalized statements about Hinduism Identify the major Hindu gods Identify the major works of Hindu literature Define major Hindu concepts such as dharma, karma, moksha, etc. Become familiar with the Bhagavad Gita Recognize the various arguments for doing one’s dharma Evaluate a board game’s effectiveness in illustrating the basic concepts of Hinduism. Social Studies – Grade 9 Assessment The instructor will utilize appropriate student products, performances, and assessments from the following: Department Standardized Midterm and Final Exams Teacher developed exams Quizzes - announced and unannounced Essays Research papers and/or projects Oral presentations and/or debates Multimedia projects Creative Projects Cooperative Learning Projects Current Event Assignments Graphic organizers Homework Assignments Classroom Activities Required notebooks Book reports and film reviews Class Participation Page 4 Aligned Materials/ Resources/Technology Standard Textbook World Cultures: A Global Mosaic, Prentice Hall, 1999. Additional Text Through Indian Eyes, CITE Books, 1999. Novels Nectar in a Sieve, by Kamala Markandaya The Good Earth, by Pearl S. Buck Things Fall Apart, by Chinua Achebe Videos Gandhi Little Buddha To Live Cry Freedom The Mission Romero Computer Software Hyperstudio Freelance Graphics Inspiration Lotus Word Pro Instructional Strategies Readings (Novels, Poetry, Primary Sources, Articles, etc.) Essay Writing Atlas Skill Activities Map Labeling Activities Cooperative Learning Activities Research Projects Creative Projects Hands On Activities Current Events Analysis Video Learning Activities Art Activities Poster Analysis Activities Cultural Simulations Slide Show Presentations Political Cartoon Analysis Discussions and Debates Lecture Homework assignments Fieldtrips Analysis of primary sources Role playing activities Structured review Internet research, web quests, CD-ROM, and other computer assisted learning Student presentations Guest speakers Peer editing Using food, language, and music of the culture -4- July 2002 Essential Question, Concept or Theme: India Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Assessment Aligned Materials/ Resources/Technology Instructional Strategies Recall key facts about Yoga Participate in yoga Gain an understanding of caste Recall the key elements and terms about caste Refute common misconceptions about caste Compare U.S. And Indian personal ads Recall key facts about arranged marriages in India Deduce the advantages and disadvantages of arranged marriages in India Participate in a simulation of a Hindu wedding Recall key facts about the history of India Make observations and reach conclusions about ancient Indian civilizations based upon art and architecture Analyze the edicts of Ashoka Compare Akbar and Ashoka Reconcile the different historical views presented by textbooks Evaluate the British attitude toward India Identify Gandhi’s goals Describe the events that led to Gandhi’s activism Define ahimsa and satyagraha Summarize Gandhi’s means to achieve his goals Evaluate how effective Gandhi was in achieving his goals Analyze pictures of Gandhi Interpret political cartoons Obtain India news articles from the Internet Deduce the general state of politics and democracy based upon news articles Write an essay supporting or refuting the sentiments of a political cartoon List examples of how economics in India relates to other aspects of the nation Describe the key elements needed for industrialization and India’s current status in each of these areas Make observations about Calcutta Compare their lives with those of child laborers in India Discuss the role of women in India Recall key facts about India/Pakistan relations Social Studies – Grade 9 Page 5 -5- July 2002 Essential Question, Concept or Theme: India Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Assessment Aligned Materials/ Resources/Technology Instructional Strategies Deliberate as to which course of action the United States should take in regard to sanctions against India and Pakistan Recall key facts about Indian food Create Indian food Infer things about Indian culture based upon food Define key Indian musical terms: raga and tola Identify Indian musical instruments: sitar, tabla, tamboura Interpret population graphs and maps Recall key population terms Explain the stages of population growth Describe India’s efforts to curb population growth Social Studies – Grade 9 Page 6 -6- July 2002 Essential Question, Concept or Theme: India Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Adaptations/Inclusion Techniques Enrichment Strategies Instructor may utilize appropriate and inclusion techniques such as but not limited to: Web quests Novels, Poetry and Other Literature Primary Source Readings Independent Study Tiered Assignments Fieldtrips Visit to restaurant that pertains to the culture area under study Additional reading After school learning - film and discussion Extra help after school Adaptations as listed on IEP Alternate Readings Extended Time Test Reader Oral/modified tests Provide advance notice of future assignments (Advance Organizers) Note Taker (classmate, aide, and/or teacher for reproduction) Individual Aide Modified Assignments Alternate Assessments Wait Time Remediation Strategies Multicultural/Interdisciplinary Connection Language Arts Novels, Poetry and Other Readings 5 Paragraph Essays Science Develop an understanding of natural science and how it relates to human development of a culture, focus on the Amazon Rain Forest Geography Environments Population Art Art Appreciation and Analysis. Music Music Appreciation and Analysis Integrate music of the region to understand the culture. (Merengue, Samba, Salsa, Calypso, Tango, Reggae, Bossa Nova) Peer Tutor Preferential Seating Audio Taped Textbook and Novels Technology Internet research Lotus Word Pro Word Processing Freelance Graphics Presentations Hyperstudio Presentations Inspiration Webs Foreign Language Use language to develop an understanding of the region, focus on Spanish, Portuguese, and indigenous languages Foreign Language Greetings and Terms Cultural Holidays and Celebrations Other areas to consider include: Food Traditional dress Social Studies – Grade 9 Page 7 -7- July 2002 Essential Question, Concept or Theme: China Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills How have the traditional belief structures of Buddhism, Taoism, and Confucianism influenced the Chinese outlook on life? What factors led to the Chinese instability of the late 19th/ earth 20th centuries? How did Communism transform life in China? How does the Chinese government balance its desire to maintain totalitarian control verses its competing need to improve the economy through capitalistic reforms? Instructor may utilize a variety of activities in order to enhance skill development in the following areas: Locate significant countries, cities, land forms and bodies of water Analyze the regions of China Describe how China’s geography impacts its culture Describe the Chinese writing system Explain the importance of tone in Chinese languages Compare China’s efforts at affirmative action with those of the U.S. Describe, compare, and contrast Buddhism, Taoism, Confucianism, and Popular Religions Participate in a simulation of China’s Exam System Recall key elements of China’s Exam System Describe the class and family structure of China Interpret, summarize and retell a Chinese folk stories Recall key information about 19th century China Recall key facts about the rise of Communism in China Analyze Communist propaganda posters Surmise the impact of the past 50 years of Communist programs on everyday life Recall key facts about the 1989 student protest of Tiananmen Square Recognize the most significant image of the Tiananmen Square protest Describe the medical system of China Social Studies – Grade 9 Assessment The instructor will utilize appropriate student products, performances, and assessments from the following: Department Standardized Midterm and Final Exams Teacher developed exams Quizzes - announced and unannounced Essays Research papers and/or projects Oral presentations and/or debates Multimedia projects Creative Projects Cooperative Learning Projects Current Event Assignments Graphic organizers Homework Assignments Classroom Activities Required notebooks Book reports and film reviews Class Participation Page 8 Aligned Materials/ Resources/Technology Standard Textbook World Cultures: A Global Mosaic, Prentice Hall, 1999. Additional Text Through Chinese Eyes, CITE Books, 1988. Novels Nectar in a Sieve, by Kamala Markandaya The Good Earth, by Pearl S. Buck Things Fall Apart, by Chinua Achebe Videos Gandhi Little Buddha To Live Cry Freedom The Mission Romero Computer Software Hyperstudio Freelance Graphics Inspiration Lotus Word Pro Instructional Strategies Readings (Novels, Poetry, Primary Sources, Articles, etc.) Essay Writing Atlas Skill Activities Map Labeling Activities Cooperative Learning Activities Research Projects Creative Projects Hands On Activities Current Events Analysis Video Learning Activities Art Activities Poster Analysis Activities Cultural Simulations Slide Show Presentations Political Cartoon Analysis Discussions and Debates Lecture Homework assignments Fieldtrips Analysis of primary sources Role playing activities Structured review Internet research, web quests, CD-ROM, and other computer assisted learning Student presentations Guest speakers Peer editing Using food, language, and music of the culture -8- July 2002 Essential Question, Concept or Theme: China Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Assessment Aligned Materials/ Resources/Technology Instructional Strategies Defend China’s efforts at family planning List ways China’s economy is changing Make predictions about China’s future economic growth Research aspects of China’s foreign policy Debate U.S. Foreign policy toward China Create Chinese food Compare foods from different Chinese regions and suggest culinary differences due to geography Describe and participate in Tai Chi Describe Chinese music Participate in a Chinese tea ceremony Social Studies – Grade 9 Page 9 -9- July 2002 Essential Question, Concept or Theme: China Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Adaptations/Inclusion Techniques Enrichment Strategies Instructor may utilize appropriate and inclusion techniques such as but not limited to: Web quests Novels, Poetry and Other Literature Primary Source Readings Independent Study Tiered Assignments Fieldtrips Visit to restaurant that pertains to the culture area under study Additional reading After school learning - film and discussion Extra help after school Adaptations as listed on IEP Alternate Readings Extended Time Test Reader Oral/modified tests Provide advance notice of future assignments (Advance Organizers) Note Taker (classmate, aide, and/or teacher for reproduction) Individual Aide Modified Assignments Alternate Assessments Wait Time Remediation Strategies Multicultural/Interdisciplinary Connection Language Arts Novels, Poetry and Other Readings 5 Paragraph Essays Science Develop an understanding of natural science and how it relates to human development of a culture, focus on the Amazon Rain Forest Geography Environments Population Art Art Appreciation and Analysis. Music Music Appreciation and Analysis Integrate music of the region to understand the culture. (Merengue, Samba, Salsa, Calypso, Tango, Reggae, Bossa Nova) Peer Tutor Preferential Seating Audio Taped Textbook and Novels Technology Internet research Lotus Word Pro Word Processing Freelance Graphics Presentations Hyperstudio Presentations Inspiration Webs Foreign Language Use language to develop an understanding of the region, focus on Spanish, Portuguese, and indigenous languages Foreign Language Greetings and Terms Cultural Holidays and Celebrations Other areas to consider include: Food Traditional dress Social Studies – Grade 9 Page 10 - 10 - July 2002 Essential Question, Concept or Theme: Africa Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills How is the traditional pattern of life in Africa being influenced by modernity? What impact did Europeans have on Africa through slavery and imperialism? How have the circumstances of gaining independence (violent, planned, instant) impacted African nations? How is Africa overcoming the challenges of today, including famine, ethnic strife, health concerns and refugees? Instructor may utilize a variety of activities in order to enhance skill development in the following areas: Understand that Africa is a vast continent in terms of size and diversity of its population Distinguish between common perceptions and the reality of Africa Sort and compare data of sub-Saharan Research and analyze significant information of a specific nation Demonstrate a deep understanding of one country in SubSaharan Africa by developing and producing an authentic project Access and utilize a variety of internet and library resources during research Describe traditional African religions Determine the role of family and kinship in traditional African society Identify and analyze slavery in the New World Analyze periods of Imperialism in Africa and the impact of colonial rule under the Portuguese, British, French, Belgians, and Germans Assess the impact of slavery and colonialism on Africa Analyze the independence movements in Kenya, Ghana and Congo Infer from written scenarios what appears to be modern and what appears to be traditional Determine if a nation may be classified as modern Social Studies – Grade 9 Assessment The instructor will utilize appropriate student products, performances, and assessments from the following: Department Standardized Midterm and Final Exams Teacher developed exams Quizzes - announced and unannounced Essays Research papers and/or projects Oral presentations and/or debates Multimedia projects Creative Projects Cooperative Learning Projects Current Event Assignments Graphic organizers Homework Assignments Classroom Activities Required notebooks Book reports and film reviews Class Participation Page 11 Aligned Materials/ Resources/Technology Standard Textbook World Cultures: A Global Mosaic, Prentice Hall, 1999. Additional Texts Through African Eyes, vol. 1, CITE Books, 1991. Through African Eyes, vol. 2, CITE Books, 2000. Novels Nectar in a Sieve, by Kamala Markandaya The Good Earth, by Pearl S. Buck Things Fall Apart, by Chinua Achebe Videos Gandhi Little Buddha To Live Cry Freedom The Mission Romero Computer Software Hyperstudio Freelance Graphics Inspiration Lotus Word Pro Instructional Strategies Readings (Novels, Poetry, Primary Sources, Articles, etc.) Essay Writing Atlas Skill Activities Map Labeling Activities Cooperative Learning Activities Research Projects Creative Projects Hands On Activities Current Events Analysis Video Learning Activities Art Activities Poster Analysis Activities Cultural Simulations Slide Show Presentations Political Cartoon Analysis Discussions and Debates Lecture Homework assignments Fieldtrips Analysis of primary sources Role playing activities Structured review Internet research, web quests, CD-ROM, and other computer assisted learning Student presentations Guest speakers Peer editing Using food, language, and music of the culture - 11 - July 2002 Essential Question, Concept or Theme: Africa Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Assessment Aligned Materials/ Resources/Technology Instructional Strategies Examine the value judgments involved in classifying nations Identify the political and linguist boundaries of Africa Discuss the significance of Africa’s major geographical features as they relate to human needs and lifestyles Use proverbs as a tool for identifying cultural values in Nigeria Describe the legacy of history in Nigeria Identify ethnic groups of Nigeria Explain the impact of resources on the economy in Nigeria Understand the background of events which took place in Rwanda during the period of genocide Identify the ethnic groups in Rwanda and draw conclusions on the roots of the Hutu-Tutsi conflict Analyze the processes of political manipulation of social groups which led to genocide Identify and analyze the historic and cultural roots of apartheid Analyze the history of apartheid and key leaders in the antiapartheid movement Identify countries in Africa which have been affected by food shortages Analyze causes of hunger and their effects on Africa Examine the role of women in African society- past and present Speculate as to the nature and degree of female authority in African societies Analyze the problems found in Africa’s health care system Identify the leading cause of death in Africa and explain its impact Draw conclusions based upon charts, graphs, and other statistical data Identify and describe various types of African art Determine the uses of art in African communities Use a theme to create a piece of art that is African in nature Define the term indigenous Identify and compare traditional African cultures Assess challenges facing traditional African cultures Social Studies – Grade 9 Page 12 - 12 - July 2002 Essential Question, Concept or Theme: Africa Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Adaptations/Inclusion Techniques Instructor may utilize appropriate and inclusion techniques such as but not limited to: Extra help after school Adaptations as listed on IEP Alternate Readings Extended Time Test Reader Oral/modified tests Provide advance notice of future assignments (Advance Organizers) Note Taker (classmate, aide, and/or teacher for reproduction) Individual Aide Modified Assignments Alternate Assessments Wait Time Enrichment Strategies Web quests Novels, Poetry and Other Literature Primary Source Readings Independent Study Tiered Assignments Fieldtrips Visit to restaurant that pertains to the culture area under study Additional reading After school learning - film and discussion Remediation Strategies Multicultural/Interdisciplinary Connection Language Arts Novels, Poetry and Other Readings 5 Paragraph Essays Science Develop an understanding of natural science and how it relates to human development of a culture, focus on the Amazon Rain Forest Geography Environments Population Art Art Appreciation and Analysis. Music Music Appreciation and Analysis Integrate music of the region to understand the culture. (Merengue, Samba, Salsa, Calypso, Tango, Reggae, Bossa Nova) Peer Tutor Preferential Seating Audio Taped Textbook and Novels Technology Internet research Lotus Word Pro Word Processing Freelance Graphics Presentations Hyperstudio Presentations Inspiration Webs Foreign Language Use language to develop an understanding of the region, focus on Spanish, Portuguese, and indigenous languages Foreign Language Greetings and Terms Cultural Holidays and Celebrations Other areas to consider include: Food Traditional dress Social Studies – Grade 9 Page 13 - 13 - July 2002 Essential Question, Concept or Theme: Latin America Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills What are the regions of Latin America and how do these regions relate to each other economically and culturally? How has topography effected population growth, movement, economic development of the region? What are the key elements of culture in Latin America? What impact has colonial rule had on the region in the of formation of governments, religion, economy, social class, indigenous populations/early civilizations, and culture overall? What are the cause of independence movements in Latin America and how have these movements shape current governments? Mexico, Cuba, Haiti, Central America What are the trade patterns between the United States and Mexico, Central America, and the Caribbean and how have these pattern changed or been affected as a result of the North American Free Trade Agreement (NAFTA)? What are the reasons for the flow of immigrants from Latin America to the United States and what is their experience once they arrive? Instructor may utilize a variety of activities in order to enhance skill development in the following areas: Identify the regions of Latin America Identify and analyze key landforms of the region and the effect on human interaction. Compare and contrast various types of maps to answer questions of economics, development, population, human adjustment, etc. Interpret political cartoons Analyze and critic multiple perspectives of history to make complete evaluations of events Use and create graphs and charts to understand concepts Develop and understanding of cultural values that exist within different communities Compose and develop essay writing skills and techniques. Master the skill of supporting generalizations with specific Social Studies – Grade 9 Assessment The instructor will utilize appropriate student products, performances, and assessments from the following: Department Standardized Midterm and Final Exams Teacher developed exams Quizzes - announced and unannounced Essays Research papers and/or projects Oral presentations and/or debates Multimedia projects Creative Projects Cooperative Learning Projects Current Event Assignments Graphic organizers Homework Assignments Classroom Activities Required notebooks Book reports and film reviews Class Participation Aligned Materials/ Resources/Technology Instructional Strategies Standard Textbook World Cultures: A Global Mosaic, Prentice Hall, 1999. Novels Nectar in a Sieve, by Kamala Markandaya The Good Earth, by Pearl S. Buck Things Fall Apart, by Chinua Achebe Videos Gandhi Little Buddha To Live Cry Freedom The Mission Romero Computer Software Hyperstudio Freelance Graphics Inspiration Lotus Word Pro (See Addendum A) Page 14 - 14 - Readings (Novels, Poetry, Primary Sources, Articles, etc.) Essay Writing Atlas Skill Activities Map Labeling Activities Cooperative Learning Activities Research Projects Creative Projects Hands On Activities Current Events Analysis Video Learning Activities Art Activities Poster Analysis Activities Cultural Simulations Slide Show Presentations Political Cartoon Analysis Discussions and Debates Lecture Homework assignments Fieldtrips Analysis of primary sources Role playing activities Structured review Internet research, web quests, CDROM, and other computer assisted learning Student presentations Guest speakers Peer editing Using food, language, and music of the culture July 2002 Essential Question, Concept or Theme: Latin America Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Benchmark/Skills Assessment Aligned Materials/ Resources/Technology Instructional Strategies facts and detail Develop and refine oral communication skills Develop organizational and note taking skills Master key points of Latin American history from the nations of Mexico, Brazil, Cuba, El Salvador Increase exposure and analysis of research skills Improve skill of close careful reading and effective reading strategies Develop understanding of key economic indicators as they relate to the overall evaluation of a nation, such as literacy rates, population growth, infant mortality, etc. Analyze cause and effect relationships as they pertain to independence movements in Latin America Social Studies – Grade 9 Page 15 - 15 - July 2002 Essential Question, Concept or Theme: Latin America Approx. Time Allotment: PA Standards: 8.1.9 A-D, 8.4.9 A-D, 8.4.12 A-D, 5.1.9 A-C, J, K, M, 5.2.9 A, C, 5.3.9 I-K, 5.4.9 A-C, E, 7.1.9 A, B, 7.2.9 A, B, 7.3.12 A-E, 7.4.12 A, B, 6.1.9 A, 6.4.9 A, B, 6.4.12 D, G Adaptations/Inclusion Techniques Instructor may utilize appropriate and inclusion techniques such as but not limited to: Extra help after school Adaptations as listed on IEP Alternate Readings Extended Time Test Reader Oral/modified tests Provide advance notice of future assignments (Advance Organizers) Note Taker (classmate, aide, and/or teacher for reproduction) Individual Aide Modified Assignments Alternate Assessments Wait Time Enrichment Strategies Web quests Novels, Poetry and Other Literature Primary Source Readings Independent Study Tiered Assignments Fieldtrips Visit to restaurant that pertains to the culture area under study Additional reading After school learning - film and discussion Remediation Strategies Multicultural/Interdisciplinary Connection Language Arts Novels, Poetry and Other Readings 5 Paragraph Essays Science Develop an understanding of natural science and how it relates to human development of a culture, focus on the Amazon Rain Forest Geography Environments Population Art Art Appreciation and Analysis. Music Music Appreciation and Analysis Integrate music of the region to understand the culture. (Merengue, Samba, Salsa, Calypso, Tango, Reggae, Bossa Nova) Peer Tutor Preferential Seating Audio Taped Textbook and Novels Technology Internet research Lotus Word Pro Word Processing Freelance Graphics Presentations Hyperstudio Presentations Inspiration Webs Foreign Language Use language to develop an understanding of the region, focus on Spanish, Portuguese, and indigenous languages Foreign Language Greetings and Terms Cultural Holidays and Celebrations Other areas to consider include: Food Traditional dress Social Studies – Grade 9 Page 16 - 16 - July 2002 Social Studies – Grade 9 Page 17 - 17 - July 2002