DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 7 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 6 weeks.30 days
Quarter
One
Three
Two
X Four
Course/Grade Level: 7th Grade Social Studies
Unit Theme:
Revised Bloom’s Taxonomy: Level 1-6
Contemporary Global Issues (1990-today)
Unit Summary:
Tying together the last six units, this unit will solidify the meaning of globalization and allow students to analyze its impact on the world. This unit
will trace the changing political, economic and social interactions of world powers. This progress has both helped and hurt parts of the world.
Students will be able to analyze the spread of technologies and ideas and see how it has impacted the standard of living in the first and third
worlds. As this time period is ever evolving teachers may wish to focus on different aspects of this part of history.
Teacher may want to take a regional focus to this unit, highlighting major events in a region, and then have students analyze the global impact of
that event.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria.
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the
curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets,
and desktop publishing).
NC Essential Standards
7.H.1 Use historical thinking to analyze various modern societies.
H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
H 1.2 Summarize the literal meaning of historical documents in order to establish context.
H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2 Understand the implications of global interactions.
H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation,
communication networks and business practices).
H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in
modern societies.
7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions.
G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural
barriers, scarcity of resources and factors that influence settlement).
G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict,
negotiation, and compromise in modern societies and regions.
G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of
the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and
regions.
7.G.2 Apply the tools of a geographer to understand modern societies and regions.
G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource
distribution patterns).
G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw
conclusions about social, economic, and environmental issues in modern societies and regions.
7.E.1 Understand the economic activities of modern societies and regions.
E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization
and interdependence).
E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and
economic alliances).
E.1.4 Explain how personal financial decision-making impacts quality of life (e.g. credit, savings, investing, borrowing and giving).
7.C&G.1 Understand the development of government in modern societies and regions.
C&G1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies
C&G 1.3 Compare the requirements for (e.g. age. gender, legal and economic status) and responsibilities of citizenship under various
governments in modern societies (e.g. voting, taxes and military service).
C&G 1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, antigovernmental groups and religious, political factions)
7.C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and
regions.
C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious
conflict and Social Darwinism).
C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.
Essential Question(s):
How do past events influence events today?
How does globalization impact the world?
What role has technology played in the development of societies?
How does multilateral cooperation impact the world’s economy?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
Human modifications to the environment may have positive and negative implications. Humans may respond to environmental conditions by building
dams, planting trees, creating policies and laws to deal with the issue of pollution, or redevelop an area in order to encourage repopulation. Various
NGOS (local, national and international) and government agencies respond to natural disasters. Natural disasters may have positive and/or negative
consequences. Preservation efforts may cause positive and negative changes.
Rapid population growth may lead to internal conflict over scare resources. Nations with populations that exceed its capacity to care for its people
may develop strategies to overcome this issue (i.e. China’s one child rule). Populations settle in areas where there are sufficient resources in which to
meet their needs. Changing demographic trends i.e. ethnic make-up, may cause internal conflict among a nation’s population or may cause different
groups to compromise in order to achieve common goals. The factors that explain population growth and decline in areas i.e. the lack of arable/fertile
land, the relocation of industry, war (refugee population) and political strife, access to health care, and environmental conditions (weather, climate,
landforms). Making good economic decisions may lead to a better quality of life. Making bad personal financial decisions may have negative
implications for the larger society.
Innovation in communication allows people and ideas to travel from place to place with greater ease. Sharing of ideas and innovations allows for more
feedback and analysis, leading to a more refined idea and more efficient innovation.
Not all democratic societies are the same. Governmental systems in one society may influence the development of governmental systems in another
society. The requirements for and responsibilities of citizenship of a nation may differ based on type of government and the values and beliefs of that
society. Differing cultural values and belief systems in a society may serve as a source of conflict. Common values and beliefs may serve to build
relationships among various cultural groups. Cultural groups are more alike than they are different.
AIDS is a global epidemic that has social, economic and political implications for nations. Educating the community to know about the disease and how
to prevent it spread requires financial investment by impacted groups. Research and treatment requires money. Cultural norms contribute to the ease with
which the community learns about and deals with the spread of AIDS. In Africa, education of women and men about prevention is the first line of
defense. Secondly, society must deal with the results of large infection and death rates due to the disease such as labor shortage and large numbers of
orphaned children. NGOs work from a variety of perspectives to address the economic, political and social impacts of AIDS with both industrial and
industrializing societies.
I Can Statement(s):
I can define globalization
I can explain how globalization functions.
I can analyze/explain the role globalization has on the development of political and technological innovations.
I can contrast the role of citizens in various government structures throughout the world (or in _______________ and _______________)
I can evaluate how the Western idea of democracy have influenced political movements. (or give a specific movement: Arab Spring, Tibetan
freedom movement, Sudan)
I can summarize the role the United Nation plays in solving world conflict
I can explain how multinational agreements (substitute OPEC, NAFTA, G20, WTO, European Union or economic alliances) affect the world.
I can trace the development of conflict in ____________.
I can evaluate the impact of the digital revolution
I can predict the impact human development will have on the environment
I can create solutions to social problems such as overcrowding
I can analyze the role culture plays in the development of Nationalist movements.
I can compare the standard of living in __________ and _______________
Vocabulary:
United Nations
Human Rights
Sanctions
Genocide
Civil War: Somalia, Sudan, Rwanda,
Democratic Republic of the Congo
end of apartheid,
Nationalist/Separatist movements: Tibet,
Kashmir, Taiwan, Palestine, Tamil Tigers/Sri
Lanka, Basque/Spain, Quebecios/Canada
Alternative energy/post-petroleum energy
Natural Disasters
 Southeast Asian “Christmas” Tsunami,
Japanese Earthquake
 Haitian Earthquake
standard of living: first world/third world,
poverty, GDP, Life expectancy, literacy rate
Pandemic
Epidemic
Communicable disease
Deficiency
Environmental factors
Immunity
Biological Warfare
NGO (non-governmental organization)
European Union
OPEC, NAFTA, G20, WTO
Change in “superpowers”
 fall of USSR,
 Balkanization
 economic and political rise of China
 decline of Western hegemony
Islamic/Western conflict
Arab Spring/Social Media,
Terrorism
free trade, labor
overcrowding-India and China
3 Gorges Dam China
globalization
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
This unit should incorporate current events: Search for articles on the subject you will cover. Encourage students to look for bias.
Evidence of Learning (Formative Assessments):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates
Summative Assessment(s):
Teacher made test
Projects
Essays
Glogster
Prezi
Propaganda Posters
Newspapers/Articles
Blog
Brochures
RAFTs
Unit Implementation:
RESOURCES for this unit:
United Streaming
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids: http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need an account): www.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
cnnstudentnews.com (CNN newscast for students)
http://flocabulary.com/the-week-in-rap/ (Week in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids)
Historical events in the news http://hmcurrentevents.com/worldhistory/
Holt Eastern World Chapters
Holt Western World Chapters
*Prentice Hall Ancient World Chapters
*History on the Net - www.historyonthenet.com
*Big Era 9 - http://worldhistoryforusall.sdsu.edu/eras/era9.php

Download PDF and PPT for additional lessons, resources and overviews
of the Era
Avalon: Primary Sources http://avalon.law.yale.edu/
Documents:
Social Studies for Kids: http://www.socialstudiesforkids.com/
Fordham University Sourcebooks: http://www.fordham.edu/halsall/
StudentsFriend.com
Week One:
Essential Standards Addressed: H.1.1, H.1.2, H.1.3, H.2.3, H.2.4
Overview: This week will allow students to understand that globalization, though not easily defined, is the increased global connection often
through communication, transportation and trade that increased worldwide interaction leading often to a free flow of capital, people, and ideas
across borders. Globalization has led to a growth of many economies and the spreading of ideas (democracy) and values (religion). Globalization
can lead to the destruction of the local culture and economy as global businesses move in and provide unfair competition for local entrepreneurs. It
also seems to have widened the gap between the rich and poor and has led to greater levels of pollution.
I can statements to cover:
I can define globalization
I can explain how globalization functions.
I can analyze/explain the role globalization has on the development of political and technological innovations.
I can explain how multinational agreements (substitute OPEC, NAFTA, G20, WTO, European Union or economic alliances) affect the world.
I can create a plan to make a product or idea go global.
Concepts/Topics to cover: globalization
Resources and Activities:
The first day of this week should be focus on getting students to define globalization through analyzing case studies of globalization throughout the
world. Students might study a fast food restaurant like McDonalds or KFC that has spread worldwide. They should be able to complete a
globalization word map (definition, examples/non-examples, sentence, picture) at the culmination of this lesson. Throughout the week look at
various case studies, analyzing the good and bad of globalization. Daily assessments may be in the form of a RAFT (role: local in __________,
audience: CEO of Walmart, format: letter, Topic: don’t create a store in my hometown) or a paragraph response “Is globalization good or bad?
Defend your answer with evidence from this case study.” Case studies may include companies, multinational agreements and organizations
(OPEN, NAFTA, WTO, G20) or ideas (democracy, terrorism). The week should culminate in students putting their knowledge into practice by
creating their own global brand. Students will pick a product that can go global and come up with a plan of how to create it, market it and sell it
across the world.








http://www.nationalgeographic.com/xpeditions/lessons/10/g912/globalization.html (slightly adapted at
http://www.firstladies.org/curriculum/curriculum.aspx?Curriculum=1744)
National Geographic article on Globalization/ Great pictures to accompany the article (could be used for warm-ups or assessment piece at
the end): http://education.nationalgeographic.com/education/encyclopedia/globalization/?ar_a=4&ar_r=3
Fast Food Around the World (lesson that allows students to research and create their own global fast food restaurant chain:
http://www.nationalgeographic.com/xpeditions/lessons/10/g68/fastfood.html
A variety of resources and lessons on topics of globalization from the environment to women’s issues (would be good for case studies):
http://www.globalization101.org/teaching-tools/
Article and website linked to globalization: http://teachglobaled.net/?cat=41
IMF Lessons on Globalization (specific to economy, first lesson has short summaries of globalization and when it started):
http://www.imf.org/external/np/exr/center/students/hs/think/lesson1.pdf
Globalization of the Oreo (in China)
o http://www.npr.org/blogs/money/2012/01/27/145918343/rethinking-the-oreo-for-chinese-consumers
o http://online.wsj.com/article/SB120958152962857053.html
China From the Inside (activity to supplement the PBS movie, provides a role play for students to debate the issues surrounding
globalization): http://www.pbs.org/kqed/chinainside/edlesson1.html
Week Two: Technological advances
Essential Standards Addressed: H.2.3, G.1.1, G.2.2
Overview: This week should highlight the variety of technological advance that the world has seen in recent history. Classes can study advances in
communication, transportation, health, medicine and agriculture. After an overview of these advances or an in-depth study around one type of
improvement students should assess the impact these technologies have had on the economy, human society, the environment and political
structures. A class may want to study communication advances and create a timeline of inventions (PC in 1975, cell phone, internet, smart phones,
social media). Each student can be responsible for one item on the timeline and research its creation and impact on the world. Teachers may want
to divide areas of advances and have groups present on the development and impact of each. As an assessment students could become an
achievement and write a speech telling the class how they changed the world.
Objectives to cover
I can evaluate the impact of the digital revolution.
I can assess the impact of biotechnology on humans and the environment.
I can evaluate the impact of medical advance.
I can compare the impact of technological revolutions in different countries.
Concepts/Topics to cover:
Communication: internet, cell phones, social media
Digital Media: social media, music sharing, PCs
Transportation: plane, mass transit, hybrid vehicles
Health/ medicine : vaccines, epidemics
Agriculture: biotechnology, genetically modified foods (GMO)
Resources and Activities
 Download the World at Warp speed at http://worldhistoryforusall.sdsu.edu/eras/era9.php : This has a unit of activities that cover
scientific advances from the 1970s to today. Lessons include:
o Debate over music sharing
o Development of Video Game
o Health care: A right of Privilege (includes the development of medical technology)
o History of the Space Program
o The world is flat: combines technological advances with globalization allowing students to assess the impact of technology on the
world.
 Create a timeline of technological advances
o http://www.history-timelines.org.uk/events-timelines/12-technology-timeline.htm
o http://www.pbs.org/wgbh/amex/telephone/timeline/index.html
o Have students explore the digital timeline: http://www.digitaluk.co.uk/schools/technology-timeline.php
 Sources on Scientific changes: http://www.fordham.edu/Halsall/mod/modsbook59.asp
Week Three and Four Conflict and Peace
Essential Standards Addressed: H.1.2, H.1.3, E.1.1, E.1.2, C.1.1, C.1.2
Overview: This week will focus on various conflicts that have occurred around the world (from 1990 to today) and will also look at multilateral
agreements and organizations that have been formed to help aid or solve some of these conflicts. Students will learn that changing demographic
trends and different cultural values and belief systems may cause conflict or force groups to compromise in order to achieve common goals.
Teacher may want to teach that in times of need, cultural expressions such as songs, writings and works of art can be a beacon of hope and comfort.
Students will learn that multiple organizations are often needed to address issues with global consequences, that human and capital resources are
needed to address issues with global consequences, that motivations for participating in global consensus building efforts may impact how groups work
together and that international cooperative efforts often have mixed results. (from NCDPI unpacking document)
Objectives to cover
I can trace the development of conflict in ____________.
I can analyze the role culture plays in the development of Nationalist movements.
I can summarize the role the United Nation plays in solving world conflict
I can explain the motivations for the person/groups’ participation in the global problem-solving process.
I can evaluate the European Union.
I can assess the impact of OPEC, NAFTA, G20, WTO or _________________. (pick an agreement to use with your class)
Concepts/Topics to cover:
Regions and Conflict/Peace (Arab Spring will be covered next week)
 Europe: European Union, Bosnia, Kosovo, Ireland
 Africa: Rwanda, Darfur/Sudan, South Africa-end of Apartheid, Mali, Somalia
 Western Asia: China (Tibet, Muslim Separatist, Taiwan), Burma/Myanmar, India (Kashmir)
 Eastern/ Central Asia: Israel, Afghanistan/Pakistan (terrorism). OPEC
 South America: Cenepa War (Ecuador and Peru), War on Drugs
 North America: Haiti, Zapatistas, September 11, NAFTA, CAFTA
 Australia: Aboriginal movement (increased rights)
Resources and Activities
The first week should look at conflicts that have/are occurring in different regions of the world. Students should understand the concept of genocide
(link to previous unit with the Holocaust). Students can make a word map using the word (definition, examples, non-examples, and sentence) and
then look at case studies (Rwanda, Kosovo, Bosnia, Sudan). The teacher may want to divide the case studies and have students teach or teacher
can set up stations where students complete a graphic organizer to help them compare the genocides. The graphic organizer should include
causes, number killed, international response, result (how did it end). Stations can include readings, websites or pictures. Students should be able
to compare the causes of the genocide, seeing that often cultural difference lead to genocide. Students should also analyze the world’s response to
these genocides. Teachers may want students to create a campaign to prevent genocide or get the word out about genocide occurring today. The
week can finish by analyzing other types of conflict around the world.
The second week should focus on world cooperation. This can expand the students’ knowledge of globalization. As a bridge from the previous week
the United Nations and NATO would be a good groups to start with. Have students trace the beginnings of the organization, understand the mission
of the organization, analyze the impact and evaluate if the organization is needed or propose any changes that might make the organization more
useful. The week should also highlight the European Union’s formation and evolution. Students will be able to analyze the negative impact of the
global economy and individual countries economic downturn (Greece, Spain) on multilateral organizations such as the European Union. Teachers
can also present organizations and agreements like the World Trade Organization, OPEC, NAFTA and CAFTA and create a chart to analyze the
strengths and weaknesses of each organization or agreement. An assessment could be for students to create a advertisement or warning for their
assigned group or agreement.
Genocide
 Eight Stages of Genocide (how does it happen?):
http://www.teachgenocide.com/files/LessonPlans/Overhead/Case%20Study%20First%20Modern%20Genocide%2020th%20Century%204th
%20Ed-%20Overheads%20-%20Section%204.pdf
 Yale Genocide Research projects: http://www.yale.edu/gsp/projects.html
 Professor Adam Jones website on Genocide (click on for Teachers for links) http://www.genocidetext.net/
 Rwanda: http://www.gendercide.org/case_rwanda.html , http://www.yale.edu/gsp/rwanda/index.html ,
 Kosovo: http://www.gendercide.org/case_kosovo.html
 Bosnia: http://www.yale.edu/gsp/former_yugoslavia/index.html
 Sudan: http://www.yale.edu/gsp/sudan/index.html
Essay on Conflicts in Asia- lots of graphs: http://www.asienkunde.de/content/zeitschrift_asien/archiv/pdf/110_2_croissant_trinn.pdf
Asia Foundation website on Conflict in Asia http://asiafoundation.org/program/overview/conflict-and-fragile-conditions
United Nations
Model UN: http://www.unanca.org/index.php?option=com_content&view=category&id=76:gcdcmaterials&Itemid=59&layout=default
United Nations: http://www.un.org/en/
Lesson Plan on the formation, work and critique of the UN (needs to be adapted for Middle School):
http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/united_nations.html
BBC Profile of the United Nations: http://news.bbc.co.uk/2/hi/europe/country_profiles/3159028.stm
United Nations Cyberschoolbus: http://www.un.org/Pubs/CyberSchoolBus/index.shtml
Lesson on evaluating the role the UN plays in stopping terrorism and promoting economic and political stability around the world:
http://www.pbs.org/avoidingarmageddon/getInvolved/involved_02_01_lesson2.html
European Union
EUCE Lesson Plans: http://euce.org/education/k12.php#content
Delegation of the European Union to the United States Lesson Plans: http://www.eurunion.org/eu/European-Union-Lesson-Plans-SecondaryLevel.html
Other Multinational Organizations and Agreements
University of Missouri’s OPEC lesson plans (analyzes the connection between OPEC and oil prices): http://ethemes.missouri.edu/themes/1373
NAFTA +/- http://www.citizen.org/Page.aspx?pid=531
Overview of NAFTA: http://www.ustr.gov/trade-agreements/free-trade-agreements/north-american-free-trade-agreement-nafta
Comparing Colonial America to NAFTA http://www.econedlink.org/lessons/index.php?lid=567&type=educator
Week Five: Democracy
Essential Standards Addressed: G.2.1, E.1.1, E.1.2, C&G.1.2, C&G.1.3, C&G.1.4
Overview: The Western concept of democracy has been found in ancient civilization such as Greece and Rome (students should have learned this
last year). The principles and ideals of Western democracy promote universal freedoms (speech, religion) and a government by and for the people
(often through elected officials and free and fair elections). Societies such as the United States have been influenced by Western democracy. Not all
democratic societies are the same, but governmental systems in one society may influence the development of governmental systems in another
society. In modern history many countries (Arab Spring) have fought for democracy to come to their country.
Objectives to cover
I can define democracy
I can evaluate how the Western idea of democracy has influenced political movements. (or give a specific movement: Arab Spring, Tibetan freedom
movement, Sudan)
I can summarize the Arab Spring
Concepts/Topics to cover:
Arab Spring
Democracy
Dictatorship
Tibet
Sudan
Liberia
Haitian Revolution
Iran’s Green Revolution
Resources and Activities
The first day of this week should work on developing a classroom definition of democracy and establishing reasons why people would like to live in
a democratic society. The rest of the week should look at recent case studies of those movements (see concepts/topics for ideas). Students should
be able to assess the success of these movements. Students could complete a history frame ( http://www.readingquest.org/strat/storymaps.html) on
the Arab Spring as an assessment to this week. Students could also write an informative essay on one of the countries involved in the Arab Spring.
They essay should include the historical and political background of the country, the events that led to the uprising and a summary of changes (if
any) that have occurred since the uprising.
Haiti Revolution:


Overview of Conflict in Haiti: http://www.pbs.org/newshour/bb/latin_america/haiti/history.html
Lesson Plan What role the US should play in the conflict: http://www.pbs.org/newshour/extra/teachers/lessonplans/world/haiti_long_310.html#
What is Democracy: http://learningtogive.org/lessons/unit505/lesson2.html
NY Times Article: After Revolutions, Watch for Crocodiles: http://www.nytimes.com/2012/04/06/opinion/after-revolutions-beware-of-crocodiles.html
Arab Spring
 Al Jazeera video on Tunisia: http://www.aljazeera.com/news/africa/2011/02/201126185250639125.html
 Al Jazeera video on Arab Spring: http://www.aljazeera.com/programmes/empire/2011/04/2011421104111964650.html






Interactive Timeline of protests http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactivetimeline?INTCMP=SRCH
Twitter: Medium for Protest (How has twitter influenced protest) http://www.time.com/time/world/article/0,8599,1905125,00.html
Lesson Understanding the Arab Spring
http://cmes.hmdc.harvard.edu/files/Lesson%20Plan_1_boardgame_%20Overview%20Understanding%20the%20Arab%20Spring_August%
202011,%20Amy%20Sanders.pdf
Lesson Impact of Egypt’s Revolution on the Middle East and North Africa:
http://www.pbs.org/newshour/extra/teachers/lessonplans/world/jan-june11/NorthAfrica_MidEast_03-29.html
Resources for essay writing: http://pulitzercenter.org/sites/default/files/Arab%20Spring%20Writing%20Exercises.pdf
Tunisia protesters use Facebook, Twitter and YouTube to help organize and report
http://latimesblogs.latimes.com/technology/2011/01/tunisia-students-using-facebook-and-twitter-to-organize.html



A Blogger at Arab Spring's Genesis http://www.nytimes.com/2011/10/13/world/africa/a-blogger-at-arab-springs-genesis.html
The Rap Songs Of The Arab Spring http://www.npr.org/blogs/therecord/2011/06/09/137067390/the-rap-songs-of-the-arab-spring
Streetbook: How Egyptian and Tunisian youth hacked the Arab Spring. (SEE photo of TWEETS near bottom!)
http://www.technologyreview.com/web/38379/?mod=ArabSpring_sidestory

Social Media doesn’t guarantee the spread of democracy http://www.telegraph.co.uk/technology/social-media/6049066/Social-media-andthe-internet-do-not-spread-democracy..html
Week Six
Essential Standards Addressed: G.2.1, G.2.2, G.1.1, G.1.2, G.1.3
Overview: Standard of Living/comparing the world and Population and Environmental Challenges
This week should highlight the Human-Environmental Interaction theme of geography. Human impact continues to take a toll on the environment.
This time period shines awareness on Global Climate change (increased carbon emissions) and exhibits the impact of human development (ie
Three Gorges Dam in China, overgrazing and desertification in Sub-Saharan Africa, mining and oil exploration) on the environment. Students will be
able to see the negative impact various human interactions have had on the environment and also analyze the conservation and preservation
movements that are occurring to try to curb the human toll on the environment. Students may also study strategies and steps that various nongovernmental organizations and governmental agencies may undertake in order to response to environmental disasters. For example:
Tsunami of 2004 impacted nations around the world and in the region. NGOs from a wide variety of nations sent supplies, resources and,
human capital to assist in the search and rescue phase immediately following the disaster and the search and recovery phase that occurred
later on. Additionally, people and resources were sent to help with medical needs and the rebuilding of infrastructure in the countries
impacted.
Student should also evaluate the impact an increasing population- now over 7 million has had on the earth. This week should also analyze
population problems and challenges, the push and pull factors of immigration and overcrowding.
Objectives to cover
I can predict the impact human development will have on the environment
I can advocate for environmental conservation.
I can create solutions to social problems such as overcrowding
Concepts/Topics to cover:
Push/pull factors of immigration
Population distribution
Urbanization
Overcrowding
Global warming
Overgrazing
Three Gorges Dam
Resources and Activities
Starting with the focus on the world’s growing population and distribution. Then the focus should shift to challenges with population (overcrowding)
and possible solutions. China and India may be good case studies for this. Students can analyze problems (and coming up with solutions) the
government faces- distribution and scarcity of resources, lack of space, disease, economic challenges, helping poor etc. Students can look at
China’s One child policy as a primary source that has attempted to solve the population problem in China. Students could debate the necessity of
this policy and evaluate its effectiveness. This can transition into the environmental problems a greater population has caused. China again is a
great case study for this (Three Gorges Dam, industrial waste, reliance on coal, air pollution). Teachers can focus on various African countries, the
impact of oil on Nigeria (polluting the Niger River delta), overgrazing in agricultural societies of East Africa which has led to desertification. Students
should pick one of these problems and propose and advocate for a solution. Finally classes should discover how the environment can negatively
impact humans (natural disaster). Students may be assigned various natural disasters (may be done in science class as this is a 7th grade topic in
science) that have occurred in the last 20 years and analyze the impact and human response to the disaster. This could be presented in
powerpoints, prezis, videos or brochures. Case studies could include: 2004 Tsunami in Southeast Asia, 2011 Tsunami and earthquakes in Japan,
2010 Earthquake in Haiti, 2005 Hurricane Katrina, 2008 Earthquake in Sichuan Province China, flooding in Indian Subcontinent.
Population
 Visualizing How a population grows to 7 billion (2.5 minute video, graph and story) http://www.npr.org/2011/10/31/141816460/visualizinghow-a-population-grows-to-7-billion\
 Teaching about World Population: 11 lesson plans/activities to teach about population dynamics and environmental and social connections
http://www.worldof7billion.org/teacher_resources
 Population distribution map and activities
o Population Density Map 1995-2015 prediction: http://sedac.ciesin.columbia.edu/gpw/
o Interactive Population Density Map http://www.prb.org/Publications/Datasheets/2011/world-population-data-sheet/worldmap.aspx#/map/population (accompanying lesson plan
http://www.prb.org/Educators/LessonPlans/2012/2011WorldPopulationDataSheet.aspx)
o Population Pasta: Activity that allows students to analyze standard of living in the most populous countries
http://www.nationalgeographic.com/xpeditions/activities/09/pasta.html
 Lesson Plan on refugees http://www.un.org/works/goingon/refugees/lessonplan_refugees.html
 China One Child Policy
o
o
History of One Child Policy http://www.time.com/time/world/article/0,8599,1912861,00.html
Student friendly overview: http://former.asiaeducation.edu.au/china/virtual/lesson/gilligan.htm (accompanying lesson plan
http://former.asiaeducation.edu.au/china/virtual/lesson/onechild.htm )
Human-Environment Interaction
 China on the Inside: http://www.pbs.org/kqed/chinainside/ This series of episodes and web resources gives insight into China
environmental, political, social and economic problems. ( The Three Gorges Dam along the Yangtze River was created to help alleviate
flooding along the river, but has generated a variety of additional challenges. In order to create this engineering feat, communities
were uprooted and moved and cultural/historical artifacts were lost.)
 Current Events with Human impact on the environment in Africa: http://exploringafrica.matrix.msu.edu/teachers/curriculum/m6/activity6.php
 Oil in Nigeria
o Article about Shell oil spills in Nigeria: http://www.guardian.co.uk/environment/2010/may/05/shell-oil-spill-niger-delta
o Amnesty International Article on Effects of Oil Industry in Nigeria: http://www.amnesty.org/en/news-and-updates/news/oil-industryhas-brought-poverty-and-pollution-to-niger-delta-20090630
 Overgrazing in Africa
o Facts on Desertification http://www.bcb.uwc.ac.za/envfacts/facts/desertification.htm
o Research project on Life in the Sahara (including desertification)
http://www.pbs.org/newshour/extra/teachers/lessonplans/world/sahara.html
 World Worst Natural Disasters overview and pictures: http://www.cbc.ca/news/world/story/2008/05/08/f-natural-disasters-history.html
 2004 Tsunami in Southeast Asia Video, discussion and writing activities http://school.discoveryeducation.com/teachers/tsunami/#social
 2011 Tsunami and earthquakes in Japan
o Pictures of Japan then and now (1 year later): http://www.boston.com/bigpicture/2012/03/japan_tsunami_pictures_before.html
o New York Times resources on teaching about the Japanese Tsunami http://learning.blogs.nytimes.com/2011/03/11/teaching-ideasthe-earthquake-and-tsunami-in-japan/
 2010 Earthquake in Haiti
o Photos: http://www.huffingtonpost.com/2010/01/13/haiti-earthquake-photos-video_n_421155.html
right after earthquake http://www.boston.com/bigpicture/2010/01/earthquake_in_haiti.html
70 days later http://www.boston.com/bigpicture/2010/03/haiti_70_days_later.html?camp=obinsite \
o NY Times resources for teaching about Haitian Earthquake http://learning.blogs.nytimes.com/2010/01/13/resources-for-teachingand-learning-about-the-earthquake-in-haiti/
 2008 Earthquake in Sichuan Province China
o Facts on the Earthquake: http://mceer.buffalo.edu/infoservice/disasters/china-earthquake-sichuan.asp
o NPR story the day after the earthquake http://www.npr.org/templates/story/story.php?storyId=90371578
o China Daily’s article the day after the earthquake http://www.chinadaily.com.cn/china/2008-05/13/content_6678227.htm
o Pictures: http://www.boston.com/bigpicture/2008/05/after_the_quake.html
o Response of Chinese People Article: http://www.guardian.co.uk/world/2008/jun/10/chinaearthquake.china
o Lesson on earthquake and disaster relief: http://learning.blogs.nytimes.com/2008/05/13/earthquake/
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Instructional
Activities:
Scaffolding Option 1:
Intervention
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
C&G 1.4 Analyzing Types of
Government
icivics downloadable lesson
plan and student handouts to
help students define and
compare types of government
http://www.icivics.org/teacher
s/lesson-plans/who-rules
E.1.2 E.1.4 What makes rich countries rich?
http://www.econedlink.org/lessons/index.php?li
d=113&type=student
Students can complete “If You’re so Smart..”
activities to analyze personal choices and
economic future
OR
“The Rich Nations Mystery” to analyze why
some countries are richer that others.
G.1.1 The Three Gorges Dam: Good Investment,
Necessary Evil and Terrible Mistake Position
paper
http://www.pbs.org/kqed/chinainside/nature/index.
html
Students will use the PBS website to take a
position on the building of the Dam. Students
should write a 5 paragraph essay picking a side
and providing 3 main reasons (supported with
evidence from the website or other resources) they
picked their position.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
http://www.sascurriculumpath
ways.com/ QL 217
Focused Question: Do World
Trade Organization policies
harm the environment?
Teacher may want students to
focus on Part One (what is the
WTO?)
E.1.2 Who’s to blame for high gas prices?
Students will decide if OPEC can be blamed for
high gas prices. Teacher should print out
activity sheet to give students as they complete
this webquest.
http://www.econedlink.org/lessons/index.php?li
d=664&type=student
E.1.2 Relating Colonial American Economy with
NAFTA. Students will explain how NAFTA might
affect their future.
http://www.econedlink.org/lessons/index.php?lid=5
67&type=student
Should NAFTA have been passed?
http://www.sascurriculumpathways.com
QL 1187