CHT3O

// ﻿ Group members: //
 * //Work collaboratively on creating your course plan on this page. You can add and delete things on this page - it is a "living document" - your most current version of your course plan. You can see previous versions by clicking on "History" which is especially useful if you've deleted something by mistake or want to go back to an earlier version. You can also have a discussion with your group members virtually about your work by clicking on "Discussion".//
 * //I will be following your work on this page and providing my feedback by adding to the "Discussion" part of this page.//
 * //Please click on "Notify Me" at the top of this page; you will be sent an email any time changes are made to this particular page so you'll know if your group members (or I) have posted anything related to your work.//
 * // Please NOTE: Your final course plan will come in on the templates I will provided to you - this space is your "working copy". //
 * //Please NOTE: Only group members will be able to alter this page. However, all others can read it. I hope that you will take the opportunity to observe how other groups are tackling this task. They, too, are struggling and refining their thinking as they go.//

TO-DO: - Once all of the files are posted to the wiki, do a complete read through for style and content and make any additions where necessary. Then re-upload the files! (I think you'll need a new file name, e.g. "new 1", "new 2", etc...) - Still to do: fill in the last column (ministry expectations) on Template 4, - before we send Usha an email saying that we are finished and that she can lock the page, we can delete all of the "last updated by..." stuff in red. - when you are satisfied with what you/we have and are FINISHED, put your name here: JOSH ,GIANNA, STACY, JAMIE (when all four names are up, the last person can email Usha and CC the rest of us).
 * Template 1 - Foundations (Last updated on 4/10 by Josh) [[file:#1 Foundations new 1.doc]]
 * Template 2 - Summative Plan Overview (Last updated on 4/10 by Josh) [[file:#2 Summative Assessment Plan new.doc]]
 * Template 3 - Fishbone (Last updated on 4/10 by Josh) [[file:#3 Fishbone new 1.doc]]
 * Template 4 - Flow Chart (Last updated on 4/11 by Josh) [[file:#4 Unit Overview new 2.doc]]
 * Template - Calendar (Last updated on 4/10 by Josh) [[file:#5 Calendar new 1.doc]]
 * Lesson plan - Cold War (Jamie) Last updated 3/21 by jamie [[file:Cold War l.docx;esson Plan.docx]]
 * Lesson plan - Cuba (Stacy) Last updated by Stacy on 2/24 [[file:Stacy Dunn lesson plan Communism in cuba.doc]]
 * Lesson plan - Vietnam P.2 (Gianna) Last updated by Gianna on 2/25 [[file:Gianna Antonacci- Vietnam Lesson Plan.docx]]
 * Lesson plan - Middle East (Josh) ( Last updated by Josh on 4/11) [[file:Cornehlsen Lesson Plan.doc]]
 * [[file:Cornehlsen Appendix A Arab Israel Brainstorm.doc]]
 * [[file:Cornehlsen Appendix B Map and Timeline.doc]]
 * [[file:Cornehlsen Appendix C Lecturette Outline.doc]]
 * [[file:Cornehlsen Appendix D Video Transcript.doc]]
 * [[file:Cornehlsen Appendix E Current Dilemma.doc]]
 * [[file:Cornehlsen Appendix F Letter Template.doc]]
 * Summative 1 - Debate (Jamie, Stacy) Last updated by Jamie 2/25[[file:Summative 1.doc]]
 * Summative 1 Rubrics - Last updated by Jamie 2/25 [[file:Debate Rubric.doc]][[file:Annotated Bibliography Rubric.doc]]
 * Summative 2 Test (Gianna, Josh) Last updated by Josh on 4/10 [[file:Summative #2 -Test new 1.doc]]
 * Summative 1 Rubrics - Last updated by Jamie 2/25 [[file:Debate Rubric.doc]][[file:Annotated Bibliography Rubric.doc]]
 * Summative 2 Test (Gianna, Josh) Last updated by Josh on 4/10 [[file:Summative #2 -Test new 1.doc]]

**ASSIGNMENT #4 - COURSE PLAN** **Course:** World History Since 1900: Global and Regional Perspectives, Grade 11, Open (CHT3O) __Color Key__: BLUE - Usha purple - jamie green - josh red - gianna orange - stacey *Usha - we have put your previous comments in parentheses so we'll know which ones we've begun responding to.

**PART I - FRONT MATTER** __A) Enduring Understandings__ //*Reminders://  //- create 3-5 EU's//  //- check characteristics of EUs from notes//  //- check the "4 Filters"//  //- create them by grouping your Overall Expectations (from the curriculum document)//
 * Societies have organized themselves into social, economic and political structures which constantly shift and evolve for various reasons such as nationalism, political ideology, military/capital reforms, etc. (Change and continuity)..
 * Significant change most often comes with conflict. (Change and continuity)
 * Different areas of the world have different historical perspectives/points of views. (Communities).
 * Societies around the world are becoming increasingly interconnected in a globalized community.
 * Technology plays a major role in determining who asserts power throughout the world, as evidenced by the historical legacy of industrialization, the global governance structures put in place after both World Wars, the advent of the atomic bomb, and the emergence of "superpowers" as a result of the Cold War.

__B) Critical Questions__ //*Instructions//: Create 1 - 5 (approx.) critical question(s) for your course.  // *Reminder: // C// heck the criteria for an effective critical questions. //  1. ﻿As a global community are we better off in 2011 then we were in 1900?  2. What factor was the most pivotal in bringing about change in the 20th C?  3. Would the 20th Century have endured such dramatic change without the influence of radical individuals and ideologies?  4. Is there a common thread between countries that attained success and power in the 20th Century?

__C) Historical Thinking__ *Instructions:  - Simply list the dimensions of historical thinking that your course will help students become competent in.  - Next to each dimension of historical thinking, provide NO MORE than 1 sentence that indicates how this dimension will specifically be applied in your course.  //*Reminders://  //- check Teaching about Historical Thinking (by Roland Case and Mike Denos) for the 6 dimensions//  //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level//  //and destination//
 * Historical Perspective Taking - It is important when studying world history to encourage students to look at various world events through the perspectives of the people experiencing it (removing contemporary lenses and encouraging students to consider both culture and the time period during which the event occured).
 * Continuity and Change - We will look at the course through a combined lens of progress/change and periodization, allowing us to chunk the course into smaller more manageable sections, and encouraging the students to make connections between them.
 * Cause and Consequence - Using a "cause and effect" lens will be an effective way to deliver the material in a course that deals with so many significant and diverse events.
 * Moral Judgment - Throughout the course, we will incorporate the moral element, encourage "perspective taking" as noted above, and make it very compelling on a human level for the students.

__D) Generic Skills__ //Reminders://  //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level and destination//  //- some of these skills are listed in// //in your curriculum document in the "Methods of Historical Inquiry" Strand;// //you do not need to repeat all the skills in the "Methods of Historical Inquiry" Strand; however, you may wish to highlight any that you think will be a major focus for the course.//  - Simply list the other crucial skills that your course will focus on that are not necessarily history-specific (e.g. different types of literacy skills, social skills, etc.)  1. Collaboration and Team-work (Dividing up and executing individual contributions to a group culminating project)  2. Critical Thinking  3. Open-mindedness  4. Research Skills (Assessing the quality of primary and secondary sources; Learning proper citation standards) 5. Literacy Skills (Writing a persuasive historical paragraph/essay; Reading for historical bias as a form of critical thought) 6. Public Speaking

**PART II - SUMMATIVE ASSESSMENT PLAN** __A) Breakdown of Achievement Chart__: • Knowledge and Understanding (K/U) - 25%  • Thinking (T) - 25%  • Communication (C) - 25%  • Application (A) - 25%  *All four will be evaluated in every unit Good decision.   __B) Determining the Grade__ • Method of grade calculation: The eight summative assessment marks during the course will be weighted equally. • The requirement to determine the final grade according to students' most consistent and most recent performance will be dealt with in two ways: - Of the eight summative assessment marks during the course, the lowest mark will be dropped for each student. - The combined culminating assessment tasks (worth 30% of a student's final mark) will cumulatively assess the material from the entire course and is likely to reflect improved performance over the scope of the course. __C) Units__ • Unit 1 - Beware of the Next 100 Years: 1900-1919 (4 weeks)  • Unit 2 - The Interwar Period: 1919-1945 (4 weeks) need to reconsider title - 1939-1945 = war not interwar  Changed on templates  • Unit 3 - East Meets West: 1946-1973 (4 weeks)  • Unit 4 - Global Power and Defiance: 1974-2011 (3 weeks)  __D) Culminating Tasks__ (30% of Final Grade) • Exam- 15% (Next to last day, Week 18) • Culminating Project- 15% Choice between authentic performance tasks (including visually-based) (Due/Presented at the end of Week 17) **UNIT SUMMATIVE ASSESSMENT PLAN**

__UNIT 1: 1900-1919__ Assessment Task 1- Innovation Storyboard Description: Create a story board (either on paper, powerpoint, comic life, etc) representing a significant innovation (i.e. in communication, transportation, medical, technology) from the first two decades of the century and at least 3 different consequences it has for people and the world. Great idea - nice way to examine cause and consequence and continuity/change. The innovation will be judged significant or not by criteria created in class. An annotated bibliography will be included and the assignment evaluated by a rubric. Connection to Critical Questions: As a global community are we better off in 2011 then we were in 1900? Is there a common thread between countries that attained success and power in the 20th Century? Connection to EU: Different areas of the world have different historical perspectives/points of views Technology plays a major role in determining who asserts power throughout the world, as evidenced by the historical legacy of industrialization, the global governance structures put in place after both World Wars, the advent of the atomic bomb, and the emergence of "superpowers" as a result of the Cold War. Overall Expectations: -describe the nature and impact of significant change sine 1900 -describe key changes in the structures and activities of everyday life since 1900 -use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources Generic Skills: Critical Thinking Research Literacy Historical Thinking: Continuity and Change Cause and Consequence

FORMATIVE ASSESSMENT PLAN- Task 1 a) Feedback on Graphic Organizer: Students will complete a graphic organize to judge which technological innovation in the last ten years has been more important: the ipod or the ipad. This is to practice using the criteria for a significant event/innovation we created in class. Teacher will collect and provide feedback on student's arguments. i.e. are they supported? b) Research notes: Students will complete and receive feedback on research notes about the innovation they choose. c) Storyboard Outline: After judging numerous storyboard examples in class, students will hand in a storyboard outline for their specific innovation (with supporting evidence on why it is significant) to receive feedback on both content and layout.

Assessment Task 2- Unit Test Well structured - consider how this will breakdown over 4 achievement chart categories (ie. which parts evaluate which categories?) An overview of the first unit. Part 1 "identify and state the historical significance of" questions. Part 2 Concept Map- The world at war (connect 4 out of 8 of the concepts given) Part 3 Critical Thinking Question: (Not to sure yet, perhaps something that addresses the first two decades from the perspective of a non-Western country) Connection to Critical Questions: What factor was the most pivotal in bringing about change in the 20th C? Is there a common thread between countries that attained success and power in the 20th Century? Connection to EU: Societies have organized themselves into social, economic and political structures which constantly shift and evolve for various reasons such as nationalism, political ideology, military/capital reforms, etc.. Change does not come without conflict. Different areas of the world have different historical perspectives/points of views Overall Expectations: -demonstrate an understanding of the nature of empires and the emergence of nationalist aspirations throughout the world since 1900; -describe major global and regional conflicts and their consequences, as well as instances of international cooperation, since 1900; -explain the importance of chronology and cause-and-effect relationships within the context of history since 1900 -describe a variety of forms of government adopted since the beginning of the twentieth century Generic Skills: -Literacy -Open-mindedness Critical Thinking Historical Thinking: Historical Perspective taking Cause and Consequence

FORMATIVE ASSESSMENT PLAN- Task 2 Mind Map- Causes of War- Teacher provides feedback Small Group Unit Test Review- each group fills in a graphic organizer about selected topics- we take up in class, and I provide oral feedback to groups as they work

__UNIT 2: 1919-1945__ **__Assessment Task 1__**- Concept Map: What factors lead to a nation becoming a world superpower? Neat idea - consider whether the concept map on the test in unit 1 is scaffolding for this or whether this should be scaffolding for doing a concept map in a test situation. Something to think about. Description: Create a concept map looking at what makes a superpower: focusing on Britain, the Soviet Union and the United States within this unit, in order to look at how these countries became superpowers during this time. As a class we will establish criteria for what makes a superpower and then students can individually make connections on a concept map as the unit unfolds (will be a work in progress) focusing on specific events, concepts and issues covered within lessons. (Can even continue throughout other units. thoughts?). Connection to Critical Questions: Is there a common thread between countries that attained success and power in the 20th C?

Connection to EU: Change does not come without conflict. Technology plays a major role in determining who asserts power throughout the world... Overall Expectations: ** - demonstrate an understanding of the nature of empires and the emergence of nationalist aspirations throughout the world since 1900; ** ** - explain the importance of chronology and cause-and-effect relationships within the contextof history since 1900. ** - use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources; Generic Skills: Critical thinking, literacy skills Historical Thinking: Continuity and change, cause and consequence **__Formative Assessment tasks for Summative #1:__**  1) __Practice making concept maps__: Begin a concept map as a class on a different topic within the lesson (that is unrelated to world superpowers). After (or while) receiving the necessary information, students will work in pairs to practice making a concept map. In the next class, each pair will discuss their concept maps in small groups and I will engage in conversation with each group in order to ensure that students understand how to make a concept map. 2) __Time in class__: Students will be given 10-15 minutes at the end of the class to add any new content to their concept maps, and I will circulate through the class and provide verbal feedback. 3) __Work checks__: Throughout the unit, I will periodically check the progress of their concept maps and provide written feedback (the students will be notified at the beginning of the unit of when these checks will take place). **__Assessment Task 2__**- What if? Counter-history of WWII   Description:   Small group assignment (4 students per group). As a class we will discuss some potential "What if" situations surrounding WWII. Each group is challenged to conduct research surrounding the actual historical event (its cause and effect) and explain how the proposed change would alter history. (So, if I've understood correctly, the final product is a report and a presentation but the presentation can just be a display or it can be oral. Is that right? I changed it to a 5 minutes presentation in front of another group, and then all the groups will rotate until they have heard from every group. This way it is not as stressful as presenting in front of the whole class, yet it still scaffolds oral skills. Plus, they have a presentation board that they can use as a visual aid - feb8 ) __ Criteria for the assignment: __ The components of the assignment are: students must complete research (with an annotated bibliography) and prepare a report. For the final part of the assignment, a small-group presentation will occur (Group A will present to Group B, and vice versa, then groups will switch until everyone has heard from each group). The presentation will only be 5 minutes and the group members will briefly summarize their alternate history and show their presentation board. Some examples of What if questions:What if Germany never invaded Poland?  (What if? scenarios are great to get students thinking about cause/consequence and significance. They are most powerful, I think, when they focus on a single pivotal moment that could easily have gone either way (e.g. what if the assassination attempt against Hitler was successful) since that has students thinking about the weight and impact of individual events or people vs. greater social forces that were at work. I'm not sure what you think about that... consider how you would answer the 5 questions above and see if there is a rich enough answer that comes out of it - and multiple plausible answers that are possible. I think for some of them there certainly are. Again - just something to think about.) Connection to Critical Questions: Why can't significant change come without conflict?   Connection to EU: Change does not come without conflict   Overall Expectations:  ** international cooperation, since 1900; **  ** describe the nature and impact of significant change since 1900; **  ** variety of forms of communication. **  Generic Skills: Collaboration and team work, Critical Thinking, Open-mindedness, Research   Historical Thinking: Historical Perspective Taking, Cause and Consequence   **__Formative Assessment tasks for Summative #2:__**  1) __Hand in a list of resources:__ Provide students with time in the computer lab/library to begin researching for their assignment. I will provide suggested sources and scaffold how to effectively search for resources and how to assess the information source. By the end of class, each group will submit a list of resources. I will provide feedback on their sources in order to help direct their research, which will help in creating their annotated bibliography. 2) __Graphic Organizer of arguments__: As students begin their research, they are required to fill out a chart to organize their information about the actual historical event and any ideas that they come up with for the Alternate history. E.g. of the chart: 3) __Outline__: Each group will produce an outline that lists their responses for each of the criteria listed on the assignment sheet. I will provide feedback on their responses, and then they can move forward to creating the final product. __UNIT 3: 1946 - 1973__ Assessment Task 1- In this assessment students will engage in a debate and accompany it with an annotated bibliography. Description: Students will look specifically at the Cold War. The goal will be to get students to research each of the two major ideologies of the time, communism and capitalism. The way it would be setup is if you(arguing for the communist side) would be delivering this speech to a class of students at a school....vice versa for the other side. They would need to convince the listeners why their particular system of government was better for its people. In conjunction with the oral portion of the debate and annotated bibliography will be required as well. Each student will have had to gather 5-7 "quality" sources. Connection to Critical Questions: Why can't significant change come without conflict? Connection to EU: Societies have organized themselves into social, economic and political structures which constantly shift and evolve for various reasons such as nationalism, political ideology, military/capital reforms, etc. (Change and continuity). .  Overall Expectations: d escribe the effects of the Cold War on the nations of the world and on international relations over the course of the twentieth century; demonstrate an ability to locate, select, and organize information from a variety of sources; describe various ideological positions that are represented in the political spectrum (e.g., communism, socialism, liberalism, conservatism, fascism); Generic Skills: research skills, oral debating skills, Historical Thinking: Cause and Consequence Assessment Task 2- Unit Test Good ideas - consider which achievement chart categories will be evaluated by each part. Description:Part A - short answer( students will be given a list of terms, events, places, etc. It will be there job to identify whts it is along with explaining its signifigance in context of the time period. Part B - Illustrated Map - students will need to identify and label areas of unrest in the world at the time. From a list on the margins of the page the students will need to accurately identify the place in the world where it is happening, list the potential players involved along with outlining the reasons why the parties are in conflict. A strict set of criteria outlining what is expected will be reviewed in class.  P art C - Case study - students will be given a case study of a fictional scenario related to a major conflict/event of the time. A list of Questions at the end of the case study will require answering at the end. My feeling is that the case study will be about a high school student in that particular place. It intended outcome is to have the student identify with someone their own age and hopefully see the conflict in perhaps a differing perspective. Connection to Critical Questions: Is there a common thread between countries that attained success and power in the 20th Century? Connection to EU: Different areas of the world have different historical perspectives/points of views. Overall Expectations: explain the importance of chronology and cause-and-effect relationships within the context of history since 1900. -analyse the relationship between the individual and those in authority in various societies since 1900; describe key changes in the structures and activities of everyday life since 1900; • describe major features of economic life since 1900; Generic Skills reading, comprehension, interpretation, open mindedness and critical thinking Historical Thinking: Moral question (looking at it from the view of different peoples do we find differences from our own beliefs. __ UNIT 4: 1974 - 2011 __   •Assessment Task 1 : Project & Persuasive Paragraph    •Description: Students will have a choice between two projects, both of which challenge them to contemplate and answer the critical question for the unit (below).   - Option 1: Create an annotated timeline describing events in the 20th Century that may have in some way contributed to the motivation behind the 9/11 attacks. Each citation must name and describe the event in question and provide an explanation of relevance. You will be asked to reference your timeline during in a Persuasive Paragraph in which you attempt to answer the critical question for the unit.  - Option 2: Pundits have explained 9/11 as an act motivated by a) religion, b) ethnicity, c) regionalism, d) economics, e) terrorism. On a poster board, explain the supposed logic behind each assertion. Attempt to present the events from others’ perspectives. When you are finished, think about how your “arguments” overlap, and which ones you believe are most valid. You will be asked to reference your board in a Persuasive Paragraph in which you attempt to answer the critical question for the unit. Both very interesting options. I like the idea of the timeline and/or presenting an argument from 2 different perspectives. •Connection to a course-wide Critical Question: Why can't significant change come without conflict? •Unit Critical Question: Why would people want to bring about or celebrate the events of 9/11? (Put yourselves in their shoes) •Connection to EU: Change does not come without conflict. •Overall Expectations: a) Describe major global and regional conﬂicts and their consequences, as well as instances of international cooperation since 1900;  b) Evaluate signiﬁcant changes in the international community from 1900 to the present. •Generic Skills: Open-Mindedness, Critical Thinking •Historical Thinking: Historical Perspective-Taking • Formative Assessments: a) During this portion of the unit, students will be asked to do a role play exercise in which they make a recording from the perspective of a) an Al Jazeera reporter, or b) an Arab high school student. The teacher will provide feedback on the accuracy of the events conveyed in the message. Be cautious - this is difficult territory - having students take on the perspective of Osama Bin Laden might be a bit tricky to navigate. Regardless of how you decide to proceed, you will need to work heavily on nurturing habits of mind during this unit to make this effective. I think you're right. I'm not sure it is worth the blowback. I think the same habit of mind (perspective) will emerge using the other two alternatives.  b) The class will generate the criteria for an effective timeline blurb. The teacher will have them choose slips of paper from a bag and write a blurb explaining a) the event, and b) why it might have influenced the motivation behind 9/11. Students will work in triads to peer-edit their blurbs (and to attempt to make a connection between them, concept map style) c) The teacher will give the students an unmarked review quiz on the Middle East so that they "understand the facts before attempting to take on a point of view." The quiz will be graded in class. *Usha, I'm afraid you may say all of this stuff is too controversial/political. What do you think?   •Assessment Task 2: In-class Essay    •Description: After addressing it in various ways over the course of the unit (including their first unit assessments), students will be asked to answer the critical question for the unit in a summative in-class essay.    •Connection to a course-wide Critical Question: As a global community, are we better off in 2011 then we were in 1900?    •Unit Critical Question: Have globalization and technology been more positive or negative for the world?    •Connection to EU: Societies around the world are becoming increasingly interconnected in a globalized community. •Overall Expectations: Assess the importance of nationalism and internationalism in the world since 1900 •Generic Skills: Literacy (writing an effective persuasive essay) •Historical Thinking: Cause and Consequence (i.e. What are the positive and negative long-term effects of globalization?) • Formative Assessments: a) During the early phase of this unit, students will take part in a jigsaw during which they investigate what the various definitions, components and causes are. Each group will be given a source to investigate and a set of questions to answer. The teacher will provide oral feedback to both the learning and expert groups. b) Students will spend part of two classes working to create a Concept Map relating the significant events that they have covered in the unit. They will be told that this is the only thing they may have in front of them when they take their summative assessment. The teacher will make written comments and return them prior to the test. c) Angels and Devils Debate Activity during which the Unit Question will be debated and after which the teacher will provide commentary during a full-class plenary. An interesting combination of oral, visual and written summatives. Note that you have oral summatives for 3 units (although student groups have a choice in unit 2). You might consider additional options for a couple of reasons: students who are less confident or less skilled with oral presentations might be disadvantaged. Also, presentations take a lot of class time that needs to be scheduled - is it worth it? Okay; I've taken the oral component out of Summative #1 for this unit, and replaced it with a persuasive essay. They still will have to explicitly answer the critical unit Q, which is what I was looking for.
 * Outline the cause and effect of the actual situation as it occurred in the past;
 * Outline the cause and effect of the situation in the alternate historical setting by exploring the following:
 * Explore why and how this alternate history would impact the parties directly and indirectly (for e.g. the rest of the nations that participated in the war) involved;
 * Explore the long term effects and their overall significance by outlining the possible chain or events and/or series of changes that could occur.
 * Finally, assess how much affect this alternate history would have on our world today in 2011 and answer why.
 * What if Germany never declared war on the Soviet Union?
 * What if the assassination attempt against Hitler was successful?
 * What if Hitler was never born?
 * What if the Japanese never bombed Pearl Harbour?
 * What if the USA never dropped the atomic bombs on Hiroshima and Nagasaki?
 * What if other countries in Asia had a powerful enough army to defend against the Japanese during WWII?
 * Etc...
 * ** describe major global and regional conflicts and their consequences, as well as instances of **
 * ** evaluate significant changes in the international community from 1900 to the present. **
 * ** communicate the results of historical inquiries, using appropriate terms and concepts and a **
 * Actual History || Alternate History ||

UNIT 3 FLOW OF LESSONS

I put in places for guiding questions, but I'm not sure we need them.

**Global History 1900-2011** Major Theme of the time period 1946-1973 is this undercurrent of competing ideologies Capitalism vs. Communism. **Preliminary timeline of lessons with Formative and Summative Assessments** **1946 – 1973 (major events…economic, political and social)** **Lesson 1)** **Title/Topic: Intro into the unit 1946 – 1973…**  **Minds on: Debate format (twinkies and joe louis) and introduce summative**

**Guiding Question: Towards an interconnected world**

**Description/Activities: Reorganization of the global map after WW2/Post war Germany and Japan/massive shifts in power and how the Unites States is setup for prosperity for the coming years** **Assessment: NA** **COMBINE-**

**Title/Topic: New economic realities in the world** **Guiding Question:** **Description/Activities: the new economic order, UN, World Bank, OPEC, NAFTA** Assessment: **Lesson 3) 2 DAYS**

**Title/Topic:** The Cold War **Guiding Question:**

**EU: Different areas of the world have different historical perspectives** **Critical Question: Are we better off the way it turned out with capitalism on top?**

**Description/Activities:** The Cold War begins **/Ideologies of the Cold war/ Why the Cold war started? Who were the players on either side?** **Scaffolding oral presentation and perspective taking: Academic controversy or angels and devils**

**Effects in the west: McCarthyism? States aligning with U.S. (i.e Saudi Arabia)** Assessment: **FORMATIVE – short quiz on political ideologies,basic facts on cold war, maybe 4 questions)**

**Half of 2nd day is library time for research and resources.**

**Lesson 4) 1 DAY**

**Title/Topic: The Cold War (pt. 2)** **Guiding Question:** **Description/Activities: Review of pt 1, Arms race, Sputnik, Berlin,** Assessment: INSERT DAY FOR GROUP WORK AND ARGUMENT FORMATION Groups of 6 End of class- teacher conference with each group re: arguments **Lesson 5)** **Title/Topic: Communism spreads to China**  **Guiding Question:**  **Description/Activities: The Mao era/ Soviet influence in other parts of the world (i.e. Libya and Syria) (influence** **of Chinese people, better off worse off?** **FORMATIVE- peer assessed and teacher observed TPS on a question regarding** **political ideologies** ***BRING IN RESEARCH FOR ANNOTATED BIBLIO (scaffolded previously in units 1 and 2)**

**Lesson 6)** **Title/Topic:** Communism spreads to Cuba:   **EU:** Societies have organized themselves into social, economic and political structures which constantly shift and evolve for various reasons such as nationalism, political ideology, military/capital reforms, etc.  **Critical Question:** Would the 20th Century have endured such dramatic change without the influence of radical individuals and ideologies?  **Scaffold- Perspective Taking, oral presentation**

**Guiding Question:** **Description/Activities: Cuban Revolution and Fidel Castro** Assessment: **Lesson 7)** **Title/Topic: Conflict**  **Guiding Question: what does it mean? Means of resolution?**  **Description/Activities: Overview of conflict; Factors that affect it**  Assessment: **FORMATIVE – Mini debates as practice for tomorrows DEBATE DAY. They will be peer assessed and teacher observed.**

**__LESSON 7.5: SUMMATIVE ASSESSMENT 1__** **__–__** **__CAPITALSIM VS COMMUNISM - ARE WE BETTER OFF IN A WORLD WHERE CAPITLAISM OR COMMUNISM IS THE DOMINANT IDEOLOGY?__** (historical perspective taking) **You are a student in the United States of America/you are a student in the Soviet Union. You each believe that your system of government/political ideology is most conducive to self fulfillment. The particular positions will be selected based on numbers drawn out of a hat. Based on the research you do, it will be required that you initiate a debate based on three sound arguments. You will also get a chance to rebuttal the other persons arguments along with making a closing statement on your particular position. The entire debate is to last no more than 5-7 mins. Accompanying this debate will be an annotated bibliography of 5 sources where (3 of which are “academic”). The annotated bibliography will serve as your research for your debate preparation.** **Lesson 8)** **Title/Topic: Impact on Citizens**  **Guiding Question: Are better off now?**

**Description/Activities: Human Rights and the connections to democratic governments and authoritative governments/ Technology, urbanization, communism, capitalism (Impact)** Assessment: **Lesson 9)** **Title/Topic:** Vietnam War pt 1   **Guiding Question:**  **Description/Activities: reasons why, causes, consequences, life in Vietnam**  Assessment:

**Lesson 10)** **Title/Topic: Vietnam War pt 2**  **Guiding Question:** As a global community are we better off in 2011 then we were in 1900?

**Critical Question:** **EU: Different perspectives** **Historical Portals: Moral Judgment**

**Description/Activities: escalation and home front reaction, little bit on anti war movement, 60’s, world reaction** **FORMATIVE ASSESSMENT: Feedback on exit card- building arguments in preparation for unit test essay question**

**Lesson 11)** **Title/Topic: Cultural imperialism and Cultural Conquest**  **Guiding Question:**  **Description/Activities: Affect of changing societies on the individual….women/indigenous peoples etc…. art/music/drama/dance around the world**  Assessment:

**Lesson 12)** **Title/Topic:**  **Guiding Question:**  **Description/Activities:**  Assessment:

**Lesson 13)** Title/Topic:  Middle East conflict 1967-73  **Guiding Question:**  **Description/Activities:**  **Israel and Palestine/ingredients for conflict/ conflict resolution**  Assessment: **FORMATIVE – quiz**

**Lesson 14)** **Title/Topic: Middle East pt 2**  **Guiding Question:**  **Description/Activities:**  Assessment:

**__SUMMATIVE ASESSMENT 2 - UNIT TEST__** **Description: Part A - short answer (students will be given a list of terms, events, places, etc. It will be there job to identify it along with explaining its significance in context of the time period.**

**Part B - Illustrated Map -Middle East??- students will need to identify and label areas of unrest in the world at the time. From a list on the margins of the page the students will need to accurately identify the place in the world where it is happening, list the potential players involved along with outlining the reasons why the parties are in conflict. A strict set of criteria outlining what is expected will be reviewed in class.**