32 Lesson Plan Europe and Japan in Ruins - McDougal · PDF fileEurope and Japan in ruins....

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Europe and Japan in Ruins

CHAPTER Section 5 Lesson Plan

Name Date

32

PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources

SECTION CONTENT OBJECTIVES

Students will

• Describe conditions in Europe in 1945.• Identify the political consequences of the Allied

victory in postwar Europe.• Summarize how defeat and occupation affected

political and civic life in Japan.• Describe Japan’s postwar constitution.

WORLD WAR II 251

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: World War II cost millions of human lives and billions of dollars in damages. It left Europe and Japan in ruins.

❑ Discuss WHY IT MATTERS NOW: The United States survived World War II undamaged, allowing it to become a world leader.

DIFFERENTIATING INSTRUCTION

Struggling Readers

IDR Unit 7

❑ Guided Reading, p. 73

❑ Building Vocabulary, p. 74

❑ Reteaching Activity, p. 92

Reading Study Guide

❑ Section 5, p. 317

❑ RSG Audio CD

On-level

IDR Unit 7


Critical Thinking Transparencies

❑ CT32, Causes and Effects of World War II

Above-level

❑ Comparing the World Wars, TE p. 950

IDR Unit 7

❑ Connections Across Time and Cultures, p. 87

ELPS

❑ from Affidavit given at Nuremberg, 1946

English Learners

❑ Persuading Americans to Help Displaced Persons, TE p. 949

IDRS


RSG (Spanish)


❑ RSG Audio CD

Modified Lesson Plans for English Learners

Multi-Language Glossary

TENNESSEE PLANNER

Process Standards

P1, P2, P10, P14, P20, P32, P37

Learning Expectations

5.1, 5.5, 5.8, 5.10, 6.2

Performance Indicators

5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.

TN_WH_LPPG_00i-292.indd 251TN_WH_LPPG_00i-292.indd 251 4/27/07 11:22:44 AM4/27/07 11:22:44 AM

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252 CHAPTER 32, SECTION 5

Struggling Readers

❑ Test Form A, FA pp. 527–530

On-level

❑ Test Form B, FA pp. 531–534

Above-level

❑ Test Form C, FA pp. 535–538

English Learners


❑ Form A (Spanish), classzone.com

RETEACH

❑ Reteaching Activity, Unit 7 IDR, p. 92

All Students

❑ TAKING NOTES: Comparing and Contrasting, ❑ Critical Thinking Transparency:PE p. 948 CT68, Chapter 32 Visual Summary

❑ More About Displaced Persons, TE p. 949; ❑ World Art and Cultures Transparency:Demilitarization, TE p. 950 AT71, Liberation

ASSESS

Content Assessment

❑ Section Assessment, PE, p. 951

❑ Section Quiz, FA, p. 526

❑ Test Generator CD-ROM

❑ Integrated Assessment

Test-Taking Practice

❑ Test Practice Transparencies, TT126

❑ Strategies for Test Preparation Book

❑ Online Test Practice: classzone.com

REVIEW AND ENRICH

Integrate Technology

❑ Visual Summary Transparency, CT68

❑ Power Presentations: Lecture Notes, Section 5

❑ EasyPlanner Plus CD-ROM

❑ Electronic Library of Primary Sources

Cross-Curricular Connections

❑ World Art and Cultures Transparency:AT71, Liberation


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Students will

• Analyze the U.S.-Soviet postwar split.• Explain how Soviet domination of Eastern Europe

developed.• Describe U.S. containment of Communist

expansion.• Define the Cold War.

PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of

Primary Sources

Cold War: Superpowers Face Off


Name Date

33

RESTRUCTURING THE POSTWAR WORLD 253

FOCUS AND MOTIVATE

❑ Voices from the Past Audio CD

❑ Interact with History, PE/TE p. 964

❑ Discuss MAIN IDEA: The opposing economic and political philosophies of the United States and the Soviet Union led to global competition.

❑ Discuss WHY IT MATTERS NOW: The conflicts between the United States and the Soviet Union played a major role in reshaping the modern world.

INTRODUCE THE CHAPTER

CHAPTER OBJECTIVE: Analyze the conflicts between competing economic systems and the restructuring of alliances from 1945 to the present.

❑ Previewing Main Ideas, PE/TE p. 962

❑ Time Line Discussion, TE p. 962

❑ Interpreting the Map, TE p. 963

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P11, P20, P21, P29, P32, P33, P34, P37


2.2, 3.2, 4.4, 5.1, 5.5, 5.8, 5.9, 5.10, 6.2, 6.3


2.2.1.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.4.1.a., 4.4.2.a., 4.4.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.9.1.a., 5.9.2.a., 5.9.3.a., 5.10.1.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.


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❑ Science & Technology: The Space Race, PE p. 971

❑ Literature: from The Nuclear Age, Unit 8 IDR, p. 14

❑ Science & Technology, Unit 8 IDR, p. 20

❑ Geography Transparency:GT33, The Berlin Airlift

Un

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Struggling Readers

❑ The Berlin Airlift, TE p. 968

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Connections Across Time and Cultures, TE p. 966

IDR Unit 8


Geography Transparencies

❑ GT33, The Berlin Airlift, 1948–1949

Above-level

❑ Literature of the Cold War, TE p. 969

IDR Unit 8

❑ Literature: from The Nuclear Age, p. 14


❑ Science & Technology: Super Spy Plane, p. 20

English Learners

❑ Understanding the Cold War, TE p. 967

IDRS


RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Following Chronological Order, ❑ More About The Security Council, TE p. 966;PE p. 965 The Truman Doctrine, TE p. 968; U–2, TE p. 970

REVIEW AND ENRICH

ASSESS

Content Assessment










RETEACH



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Communists Take Power in China


Name Date

33



Students will

• Analyze the civil war between the Nationalists and the Communists.

• Explain how China split into two nations.• Describe how Mao’s Marxist regime transformed

China.


Struggling Readers

❑ Understanding Communist China, TE p. 974

IDR Unit 8



❑ Skillbuilder Practice: Interpreting Charts, p. 7


Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Interpreting Charts, TE p. 973

IDR Unit 8


❑ Skillbuilder Practice, p. 7

World Art and Cultures Transparencies

❑ AT72, Spring Walk to the Chi-Ch’ang Park

Above-level

IDR Unit 8

❑ Primary Source: from No Tears for Mao, p. 10

English Learners

IDRS



RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: After World War II, Chinese Communists defeated Nationalist forces and two separate Chinas emerged.

❑ Discuss WHY IT MATTERS NOW: China remains a Communist country and a major power in the world.

TENNESSEE PLANNER

Process Standards

P1, P2, P3, P10, P15, P20, P21, P32, P36


1.1, 5.1, 5.5, 5.6, 5.8, 5.10, 6.2


1.1.1.a., 1.1.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.6.2.a., 5.6.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 972 ❑ World Art and Cultures Transparency:AT72, Spring Walk to the Chi-Ch’ang Park

REVIEW AND ENRICH





❑ Language Arts: Building Vocabulary, Unit 8 IDR, p. 6

❑ World Art and Cultures Transparency:AT72, Spring Walk to the Chi-Ch’ang Park

ASSESS

Content Assessment









RETEACH



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Wars in Korea and Vietnam


Name Date

33



Students will

• Trace the course and consequences of the Korean War.

• Summarize the causes of the Vietnam War and describe its aftermath.

• Describe conditions in Cambodia and Vietnam after the Vietnam War.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: In Asia, the Cold War flared into actual wars supported mainly by the superpowers.

❑ Discuss WHY IT MATTERS NOW: Today, Vietnam is a Communist country, and Korea is split into Communist and non-Communist nations.


Struggling Readers

❑ Vietnam War Posters, TE p. 980

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Cooperative Learning: Vietnam War Movie, TE p. 978

IDR Unit 8


❑ History Makers: Ho Chi Minh, p. 17


❑ AT73, Laying a Road

Above-level

❑ Art and War, TE p. 979

IDR Unit 8

❑ Primary Source: from When Heaven and Earth Changed Places, p. 11

ELPS

❑ from “Peace Without Conquest”

English Learners

❑ The Chronology of the Korean War, TE p. 977

IDRS


RSG (Spanish)


❑ RSG Audio CD



Un

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TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P14, P20, P26, P32, P33


3.2, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2, 6.3


3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.3.1.a., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Comparing and Contrasting, PE p. 976 ❑ World Art and Cultures Transparency:

❑ More About The Gulf of Tonkin Incident, TE p. 980 AT73, Laying a Road

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






❑ World Art and Cultures Transparency:AT73, Laying a Road


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The Cold War Divides the World


Name Date

33



Struggling Readers

❑ Time Line for the Cold War, TE p. 986

IDR Unit 8



❑ Geography Application: The Cuban Missile Crisis, p. 8


Reading Study Guide


❑ RSG Audio CD

On-level

❑ Cooperative Learning: Cold War Thermometer, TE p. 983

IDR Unit 8


❑ Geography Application, p. 8

❑ History Makers: Ruholla Khomeini, p. 18


❑ CT33, Global Superpowers Face Off

Above-level

❑ Cuban Missile Crisis, TE p. 985

IDR Unit 8

❑ Primary Source: The Cuban Missile Crisis, p. 12

ELPS

❑ from 444 Days: The Hostages Remember

English Learners

❑ U.S. and Cuba, TE p. 984

IDRS



RSG (Spanish)


❑ RSG Audio CD




Students will

• Explain how the Cold War affected developing nations.

• Describe superpower confrontations in Latin America after World War II.

• Identify Cold War conflicts in the Middle East.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: The superpowers supported opposing sides in Latin American and Middle Eastern conflicts.

❑ Discuss WHY IT MATTERS NOW: Many of these areas today are troubled by political, economic, and military conflict and crisis.

TENNESSEE PLANNER

Process Standards

P1, P2, P6, P8, P10, P20, P29, P32, P33, P36, P37


3.2, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2, 6.3


3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.


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All Students

❑ TAKING NOTES: Determining Main Ideas, ❑ Critical Thinking Transparency:PE p. 982 CT33, Global Superpowers Face Off

❑ More About The Sandinistas, TE p. 985; American Hostages in Iran, TE p. 986

REVIEW AND ENRICH






❑ Geography Application, Unit 8 IDR, p. 8

ASSESS

Content Assessment









RETEACH


Un

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The Cold War Thaws


Name Date

33



Students will

• Analyze Soviet domination of Eastern Europe and the Soviet Union-China split.

• Trace the origins of détente and its effect on the Cold War.

• Describe the renewal of Cold War tensions in the 1980s.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: The Cold War began to thaw as the superpowers-entered an era of uneasy diplomacy.

❑ Discuss WHY IT MATTERS NOW: The United States and the countries of the former Soviet Union continue to cooperate and maintain a cautious peace.


Struggling Readers

❑ Honoring Cold War Heroes, TE p. 989

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8


Above-level

IDR Unit 8

❑ Primary Source: Political Cartoon, p. 13

ELPS

❑ Speech on Stalin by Nikita Khrushchev

English Learners

❑ Summarizing and Sequencing Events, TE p. 990

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P10, P20, P32, P37


5.1, 5.5, 5.8, 5.10, 6.2, 6.3


5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Outlining, PE p. 988; More About ❑ Critical Thinking Transparency:The Brezhnev Doctrine, TE p. 989 CT69, Chapter 33 Visual Summary

RETEACH


REVIEW AND ENRICH








ASSESS

Content Assessment










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CHAPTER OBJECTIVE: Trace independence movements and political conflicts in Africa and Asia as colonialism gave way after World War II.





Students will

• Describe the partition of India.• Summarize the leadership of Nehru.• Explain the division of Pakistan.• Summarize independence struggles in Bangladesh

and Sri Lanka.


Primary Sources

The Indian Subcontinent Achieves Freedom


Name Date

34

THE COLONIES BECOME NEW NATIONS 263

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: New nations emerged from the British colony of India.

❑ Discuss WHY IT MATTERS NOW: India today is the largest democracy in the world.

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P11, P17, P18, P20, P28, P32, P33, P34, P36, P37


3.2, 4.1, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2


3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.


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Struggling Readers

❑ Outlining Major Ideas, TE p. 999

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Connections Across Time and Cultures: Nuclear Weapons in India and Pakistan, TE p. 1000

IDR Unit 8


Above-level

❑ Writing Indian Political Statements, TE p. 998

IDR Unit 8

❑ Primary Source: from “First Servant of the Indian People,” p. 35

ELPS

❑ from Radio Address from New Delhi

English Learners

❑ Tracking Independence Movements, TE p. 1001

IDRS


❑ Skillbuilder Practice: Interpreting Maps, p. 14

RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Following Chronological Order, ❑ World Art and Cultures Transparency:PE p. 997 AT74, Veni, Vidi, Vici

❑ More About Sikh Separatists, TE p. 1000

REVIEW AND ENRICH






❑ World Art and Cultures Transparency:AT74, Veni, Vidi, Vici

ASSESS

Content Assessment










RETEACH



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Southeast Asian Nations Gain Independence


Name Date

34



Students will

• Summarize the Philippine independence movement.

• Identify problems facing Burma, Malaysia, and Singapore.

• Trace Indonesia’s fight for independence.


Struggling Readers

❑ Analyzing Geographic Impact, TE p. 1006

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Cooperative Learning: Creating a Brochure, TE p. 1007

IDR Unit 8



❑ GT34, Indonesia and Malaysia, 1945–1976

Above-level

❑ The Story of Aquino’s Victory, TE p. 1005

IDR Unit 8

❑ Primary Source: from The Snap Revolution, p. 36

❑ Literature: from The Year of Living Dangerously, p. 39

ELPS

❑ “The Fall of President Marcos”

English Learners

❑ Clarifying Sequence, TE p. 1008

IDRS


RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Former colonies in Southeast Asia worked to build new governments and economies.

❑ Discuss WHY IT MATTERS NOW: The power and influence of the Pacific Rim nations are likely to expand during the next century.

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P21, P22, P26, P32, P33, P36, P37


1.1, 1.3, 3.1, 5.1, 5.5, 5.8, 5.10, 6.2


1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 3.1.2.a., 3.1.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Summarizing, PE p. 1004 ❑ Geography Transparency:

❑ More About Benigno Aquino. TE p. 1005; GT34, Indonesia and Malaysia, 1945–1976

New Economies, TE p. 1007; Megawati Sukarnoputri, TE p. 1008

REVIEW AND ENRICH





Social History

❑ Changing Times in Southeast Asia, PE p. 1010


❑ Literature: from The Year of Living Dangerously, Unit 8 IDR, p. 39

❑ Geography Transparency:GT34, Indonesia and Malaysia, 1945–1976

ASSESS

Content Assessment









RETEACH



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New Nations in Africa


Name Date

34



Students will

• Identify factors affecting the success of African independence efforts.

• Describe the independence of Ghana and Kenya.• Explain civil wars and independence struggles in

Congo and Angola.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: After World War II, African leaders threw off colonial rule and created independent countries.

❑ Discuss WHY IT MATTERS NOW: Today, many of those independent countries are engaged in building political and economic stability.


Struggling Readers

❑ Exploring Leadership Styles, TE p. 1015

IDR Unit 8






Reading Study Guide


On-level

❑ Skillbuilder Practice: Evaluating Decisions and Courses of Action, TE p. 1013

IDR Unit 8




❑ History Makers: Jomo Kenyatta, p. 42

Above-level

IDR Unit 8

❑ Primary Source: Farewell Without Tears, p. 37

❑ Literature: Négritude poems, p. 40

❑ Connections Across Time and Cultures: Becoming a New Nation, p. 44

English Learners

❑ Analyzing the Congo Crisis, TE p. 1014

IDRS




RSG (Spanish)


❑ RSG Audio CD


TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P32, P33, P36


1.4, 3.2, 4.1, 5.1, 5.5, 5.7, 5.8, 5.10, 6.1, 6.2


1.4.1.a., 1.4.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.1.2.a., 6.1.2.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Clarifying, PE p. 1012 ❑ History Makers: Jomo Kenyatta, Unit 8 IDR, p. 42

❑ More About Overthrowing Mobutu, TE p. 1015; Cuban Troops in Angola, TE p. 1016

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






❑ Literature: Négritude poems, p. 40


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Conflicts in the Middle East


Name Date

34



Students will

• Describe the formation of Israel.• Trace the conflicts between Israel and Arab states.• Describe the Palestinian struggle for

independence.• Explain Arab-Israeli peace efforts

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Division of Palestine after World War II made the Middle East a hotbed of competing nationalist movements.

❑ Discuss WHY IT MATTERS NOW: The conflict in the Middle East threatens the stability of the world today.


Struggling Readers

❑ Determining Main Ideas, TE p. 1022

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Connections Across Time and Cultures: Efforts at Peace, TE p. 1020

IDR Unit 8


❑ History Makers: Golda Meir, p. 43


❑ AT75, After the Storm

Above-level

❑ Exploring the Balfour Declaration, TE p. 1018

IDR Unit 8

❑ Primary Source: The Balfour Declaration, p. 38

ELPS

❑ “Enough of Blood and Tears”

English Learners

❑ Organizing Events Chronologically, TE p. 1021

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P6, P7, P8, P10, P11, P12, P20, P21, P32, P33, P37


3.1, 3.2, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2


3.1.2.a., 3.1.3.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Following Chronological Order, ❑ More About Anwar Sadat, TE p. 1019;PE p. 1017 Lebanon’s Civil War, Oslo Peace Agreement, TE p. 1021

❑ Cooperative Learning: Researching West Bank ❑ Critical Thinking Transparency:Settlements, TE p. 1019

CT34, Time Machine: The Middle East Conflict

REVIEW AND ENRICH






❑ World Art and Cultures Transparency:AT75, After the Storm

ASSESS

Content Assessment









RETEACH



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Central Asia Struggles


Name Date

34



Students will

• Identify challenges facing the nations of the former Soviet Union.

• Describe Afghanistan’s struggle for independence and possible role in global terrorism.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Lands controlled or influenced by the Soviet Union struggle with the challenges of establishing new nations.

❑ Discuss WHY IT MATTERS NOW: The security issues in these nations pose a threat to world peace and security.


Struggling Readers

❑ Identifying Central Asian Nations, TE p. 1025

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8



❑ CT70, Chapter 34 Visual Summary

Above-level

IDR Unit 8


English Learners

❑ Defining Difficult Language, TE p. 1026

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P33, P36


1.1, 3.1, 3.1, 5.1, 5.5


1.1.1.a., 1.1.3.a., 3.1.1.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Outlining, PE p. 1024 ❑ Critical Thinking Transparency:

❑ More About Soviet-Afghani War, TE p. 1026; CT70, Chapter 34 Visual Summary

Hamid Karzai, TE p. 1027

RETEACH


REVIEW AND ENRICH







ASSESS

Content Assessment






❑ Test Practice Transparencies, TT135.5




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CHAPTER OBJECTIVE: Understand struggles for change in Latin America, Africa, the former Soviet bloc, and China.





Students will

• Identify key features of democracy.• Describe Brazil’s and Mexico’s efforts to build

democracy.• Describe key events in postwar Argentina.

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: In Latin America, economic problems and authoritarian rule delayed democracy.

❑ Discuss WHY IT MATTERS NOW: By the mid-1990s, almost all Latin American nations had democratic governments.


Primary Sources

Democracy Case Study: Latin American Democracies


Name Date

35

STRUGGLES FOR DEMOCRACY 273

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P9, P10, P20, P26, P32, P33


3.1, 4.1, 4.2, 5.5, 5.8, 5.10, 6.2


3.1.1.a., 3.1.2.a., 3.1.3.a., 3.1.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.


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Struggling Readers

❑ Tracing Change in Mexico, TE p. 1038

IDR Unit 8





Reading Study Guide


On-level

❑ Connections to Literature: Discussing John Updike’s Brazil, TE p. 1036

IDR Unit 8



❑ History Makers: Juan and Eva Perón, p. 66

Above-level

❑ Writing About Episodes in Mexico’s History, TE p. 1037

IDR Unit 8

❑ Literature: from Brazil, p. 63

English Learners

❑ Obstacles to Democracy, TE p. 1034

IDRS



RSG (Spanish)


❑ RSG Audio CD


All Students

❑ TAKING NOTES: Summarizing, PE p. 1033 ❑ Cooperative Learning: Designing an

❑ More About Latin American Languages, TE p. 1035; Interactive Map of Latin America, TE p. 1035

Massacre to Tlatelolco, TE p. 1037; Eva Perón, ❑ World Art and Cultures Transparency: TE p. 1039 AT76, The Family

REVIEW AND ENRICH




Analyzing Political Cartoons

❑ Military Rule and Democracy, PE p. 1037


❑ Literature: from Brazil, Unit 8 IDR, p. 63

❑ World Art and Cultures Transparency:AT76, The Family

ASSESS

Content Assessment










RETEACH



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The Challenge of Democracy in Africa


Name Date

35



Students will

• Explain Africa’s legacy of colonialism.• Describe Nigeria’s civil war and events in Nigeria

since 1970.• Trace the history of white rule in South Africa and

the change to democracy.


Struggling Readers

❑ South African Leaders, TE p. 1044

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8


❑ History Makers: Nelson Mandela, p. 67


❑ AT77, Multiple-Mask Headdress

Above-level

❑ Politics and Oil in Nigeria, TE p. 1042

IDR Unit 8

❑ Primary Sources: from Kaffir Boy, p. 59

❑ Mandela’s Inaugural Address, p. 60

ELPS

❑ from “Masakhane—Let Us Build Together”

English Learners

❑ Creating a South Africa Glossary, TE p. 1043

IDRS


RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: As the recent histories of Nigeria and South Africa show, ethnic and racial conflicts can hinder democracy.

❑ Discuss WHY IT MATTERS NOW: In 1996, as Nigeria struggled with democracy, South Africa adopted a bill of rights that promotes racial equality.

TENNESSEE PLANNER

Process Standards

P1, P2, P7, P8, P10, P11, P12, P14, P20, P21, P32, P33, P36, P37


1.1, 1.3, 3.2, 3.3, 4.1, 4.2, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2


1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 3.3.2.a., 3.3.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 4.2.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Comparing, PE p. 1040 ❑ More About Thabo Mbeki, TE p. 1045

❑ Cooperative Learning: Ethnic Groups in Nigeria, ❑ World Art and Cultures Transparency:TE p. 1041 AT77, Multiple-Mask Headdress

REVIEW AND ENRICH


❑ Patterns of Interaction Video: Struggling Toward Democracy—Revolutions in Latin America and South Africa




Analyzing Primary Sources

❑ Ken Saro-Wiwa, PE p. 1042


❑ World Art and Cultures Transparency:AT77, Multiple-Mask Headdress

ASSESS

Content Assessment









RETEACH



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The Collapse of the Soviet Union


Name Date

35



Students will

• Discuss Mikhail Gorbachev and his reforms.• Identify events leading to the breakup of the Soviet

Union.• Describe Russia under Boris Yeltsin.• Describe Russia under Vladimir Putin.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Democratic reforms brought important changes to the Soviet Union.

❑ Discuss WHY IT MATTERS NOW: Russia continues to struggle to establish democracy.


Struggling Readers

❑ Russia Under Boris Yeltsin, TE p. 1050

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Cooperative Learning: Creating a Travel Guide, TE p. 1048

IDR Unit 8


Above-level

❑ Creating a Biography of Boris Yeltsin, TE p. 1049

IDR Unit 8

❑ Primary Source: Political Cartoon, p. 61

English Learners

❑ Charting Gorbachev’s Reforms, TE p. 1047

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P9, P10, P20, P26, P32, P33, P34, P37


3.2, 4.1, 4.2, 5.5, 5.8, 5.10, 6.2


3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Following Chronological Order, ❑ Cooperative Learning: Creating a Travel PE p. 1046 Guide, TE p. 1048

❑ More About The August Coup, TE p. 1049; Boris Yeltsin’s Retirement, TE p. 1050

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH





Analyzing Political Cartoons

❑ Glasnost, TE p. 1047




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Changes in Central and Eastern Europe


Name Date

35



Students will

• Explain reforms in Poland and Hungary.• Summarize changes in Germany.• Describe democratic change in Czechoslovakia

and Romania.• Explain the conflict in the former Yugoslavia.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Changes in the Soviet Union led to changes throughout Central and Eastern Europe.

❑ Discuss WHY IT MATTERS NOW: Many Eastern European nations that overthrew Communist governments are still struggling with reform.


Struggling Readers

❑ Analyzing a Political Cartoon, TE p. 1054

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8



❑ AT78, Burning Rods


❑ GT35, Germany, Post-World War I–Present

Above-level

❑ International Criminal Tribunal for the Former Yugoslavia, TE p. 1056

IDR Unit 8

❑ Primary Source: from The Road to Manjaca, p. 62


ELPS

❑ “Destruction of the Berlin Wall”

❑ “Will I Ever Go Home Again?”

English Learners

❑ Writing Mini-Biographies, TE p. 1053

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P8, P10, P15, P20, P25, P29, P32, P33, P36


1.4, 3.2, 4.2, 5.5, 5.7, 5.8, 5.10, 6.1, 6.2

Performance Indicator

1.4.1.a., 1.4.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.2.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.1.2.a., 6.1.2.b., 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Analyzing Causes, PE p. 1052 ❑ World Art and Cultures Transparency:

❑ More About Lech Walesa, TE p. 1053; Germany’s AT78, Burning Rods

Challenges, TE p. 1054; Ethnic Differences, TE p. 1056

REVIEW AND ENRICH





History in Depth

❑ Ethnic Groups in the Former Yugoslavia, PE p. 1057


❑ Geography Transparency:GT35, Germany, Post World War I–Present

❑ World Art and Cultures Transparency:AT78, Burning Rods

ASSESS

Content Assessment

❑ Section Assessment, PE p. 1058

❑ Section Quiz, FA p. 578







RETEACH



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China: Reform and Reaction


Name Date

35



Students will

• Summarize Mao Zedong’s rule.• Explain changes under Deng Xiaoping.• Describe China’s democracy movement.• Discuss the relationship between economic and

political change in China.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: In response to contact with the West, China’s government has experimented with capitalism but has rejected calls for democracy.

❑ Discuss WHY IT MATTERS NOW: After the 1997 death of Chinese leader Deng Xiaoping, President Jiang Zemin seemed to be continuing Deng’s policies.


Struggling Readers

❑ Causes and Effects of Chinese Reforms, TE p. 1060

IDR Unit 8





Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Analyzing Primary and Secondary Sources, TE p. 1061

IDR Unit 8




❑ CT35, Democratic Struggles Around the Globe

Above-level

❑ Writing a Poem About Human Rights, TE p. 1062

ELPS

❑ “The Massacre in Tiananmen Square”

English Learners

IDRS



RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P7, P10, P11, P12, P20, P21, P32, P34


4.1, 4.2, 5.5, 5.8, 5.10, 6.2


4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 1059 CT71, Chapter 35 Visual Summary

❑ More About Deng Xiaoping, TE p. 1060; Srebrenica, Argentine Military Government, TE p. 1065

RETEACH


REVIEW AND ENRICH






Analyzing Primary Sources

❑ Training the Chinese Army, PE p. 1061


❑ History Through Art: Photojournalism, PE p. 1064


ASSESS

Content Assessment










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CHAPTER OBJECTIVE: Explain the variety of ways in which global interdependence affects peoples’ lives.





Students will

• Trace the exploration of outer space.• Identify effects of expanding global

communications.• Evaluate effects of advances in health care,

medicine, and agriculture.


Primary Sources

The Impact of Science and Technology


Name Date

36

GLOBAL INTERDEPENDENCE 283

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: Advances in technology after World War II led to increased global interaction and improved quality of life.

❑ Discuss WHY IT MATTERS NOW: Advances in science and technology affect the lives of people around the world.

TENNESSEE PLANNER

Process Standards

P1, P2, P3, P10, P15, P20, P21, P32


1.3, 2.2, 5.1, 5.5, 5.8, 5.9, 5.10, 5.11, 6.2


1.3.1.a., 1.3.2.a., 2.2.1.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.9.1.a., 5.9.3.a., 5.10.2.a., 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.


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Struggling Readers

❑ Dramatizing Space Travel, TE p. 1072

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8


Above-level

❑ Advances in Modern Medicine, TE p. 1073

IDR Unit 8

❑ Primary Sources: from “Down to Earth,” p. 83

English Learners

IDRS


RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 1071 ❑ More About Computer Chips, Changes in Communications, TE p. 1072

REVIEW AND ENRICH







ASSESS

Content Assessment










RETEACH



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Global Economic Development


Name Date

36



Students will

• Discuss the effects of technology on the world economy.

• Define the global economy.• Describe the environmental impact of global

development.


Struggling Readers

❑ Evaluating the Effects of Oil, TE p. 1079

IDR Unit 8


❑ Skillbuilder Practice: Analyzing Motives, p. 80



Reading Study Guide


On-level

❑ Skillbuilder Practice: Analyzing Motives, TE p. 1076

IDR Unit 8


❑ Skillbuilder Practice: Analyzing Motives, p. 80



❑ GT36, World Per Capita Income

Above-level

❑ Different Perspectives, PE p. 1081

❑ Evaluating NAFTA, TE p. 1077

IDR Unit 8

❑ Primary Source: Recycling Symbol, p. 84

❑ Literature: “Paper,” p. 87

ELPS

❑ “Tackling the Menace of Space Junk”

English Learners

IDRS




RSG (Spanish)


❑ RSG Audio CD


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: The economies of the world’s nations are so tightly linked that the actions of one nation affect others.

❑ Discuss WHY IT MATTERS NOW: Every individual is affected by the global economy and the environment.

TENNESSEE PLANNER

Process Standards

P1, P2, P5, P7, P8, P10, P11, P12, P13, P16, P20, P25, P32, P33, P36, P37


1.3, 2.3, 2.4, 3.2, 4.4, 5.1, 5.5, 5.8, 5.9, 5.10, 6.2, 6.3


1.3.3.a., 2.3.3.a., 2.4.3.a., 2.4.1.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.4.1.a., 4.4.2.a., 4.4.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.1.b, 6.2.1.a., 6.2.2.a., 6.3.2.a., 6.3.1.a.


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All Students

❑ TAKING NOTES: Categorizing, PE p. 1075 ❑ More About Multinational Corporations, TE p. 1076; NAFTA, TE p. 1077; The 1991 Persian Gulf War, TE p. 1079

REVIEW AND ENRICH


❑ Patterns of Interaction Video: Trade Connects the World




Analyzing Key Concepts

❑ Globalization, PE p. 1078



❑ Geography Transparency:GT36, World Per Capita Income

ASSESS

Content Assessment









RETEACH



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Global Security Issues


Name Date

36



Students will

• Identify ways that nations deal with issues of war and peace.

• Give examples of human rights issues and world health issues.

• Explain the increase in migration and discuss its worldwide effects.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Since 1945, nations have used collective security efforts to solve problems.

❑ Discuss WHY IT MATTERS NOW: Personal security of the people of the world is tied to security within and between nations.


Struggling Readers

❑ Summarizing Progress for Women, TE p. 1084

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8


❑ History Makers: Kofi Annan, p. 91


❑ CT36, Patterns of Refugee Movement

Above-level

❑ Understanding Ethnic Conflicts, TE p. 1083

IDR Unit 8

❑ Primary Source: from The Universal Declaration of Human Rights, p. 85

English Learners

❑ Understanding Medical Vocabulary, TE p. 1085

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P32, P33, P36


1.1, 1.3, 1.4, 3.2, 3.3, 4.4, 5.1, 5.5, 5.8, 5.10, 6.1, 6.2


1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 1.3.3.a., 1.4.1.a., 1.4.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 3.3.2.a., 3.3.3.a., 4.4.1.a., 4.4.2.a., 4.4.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 6.1.2.a., 6.1.2.b., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Categorizing, PE p. 1082 ❑ Critical Thinking Transparency:

❑ More About Nuclear Weapons, The Kurds, TE p. 1083 CT36, Patterns of Refugee Movement

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH







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Terrorism Case Study: September 11, 2001


Name Date

36



Students will

• Define modern terrorism and give examples from around the world.

• Describe the September 11, 2001, terrorist attack on the United States.

• Summarize U.S. response to this attack.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Terrorism threatens the safety of people all over the world.

❑ Discuss WHY IT MATTERS NOW: People and nations must work together against the dangers posed by terrorism.


Struggling Readers

❑ Mapping Terrorism Around the World, TE p. 1089

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Connections Across Time and Cultures: Balancing Civil Liberties and National Security, TE p. 1091

IDR Unit 8


Above-level

❑ Analyzing the Damage After September 11, TE p. 1090

ELPS

❑ “The Making of a Terrorist”

English Learners

❑ Understanding Words in Context, TE p. 1088

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P10, P14, P20, P21, P32


1.3, 5.1, 5.5, 5.8, 5.10, 6.2


1.3.3.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 6.2.1.a., 6.2.2.a.


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All Students

❑ TAKING NOTES: Categorizing, PE p. 1087 ❑ More About Internet Security, TE p. 1088; Al-Qaeda, TE p. 1089; Anthrax, TE p. 1090

REVIEW AND ENRICH







ASSESS

Content Assessment






❑ Test Practice Transparencies, TT143.5



RETEACH



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Un

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Cultures Blend in a Global Age


Name Date

36



Students will

• Trace the increase in worldwide cultural interaction.

• Describe influences on world culture.• Explain cultural bias and explore possibilities for

cultural understanding.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Technology has increased contact among the world’s people, changing their cultures.

❑ Discuss WHY IT MATTERS NOW: Globalization of culture has changed the ways people live, their perceptions, and their interactions.


Struggling Readers

❑ Using a Spider Map to Summarize Text, TE p. 1094

IDR Unit 8




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 8



AT80, Technology

Above-level

❑ Staging an International Literature Fair, TE p. 1096

IDR Unit 8

❑ Primary Source: “Cupid’s a Korean Computer,” p. 86


ELPS

❑ “Un-American Ugly Americans”

English Learners

❑ Creating Cultural Self-Portraits, TE p. 1095

IDRS


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P10, P20, P32, P36


1.1, 1.2, 1.3, 2.2, 2.3, 2.4, 5.1, 5.5, 5.8, 5.9, 5.10, 6.2, 6.3


1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 1.3.1.a., 1.3.2.a., 2.2.1.a., 2.3.3.a., 2.4.3.a., 2.4.1.a., 5.1.1.g, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.8.2.a., 5.8.3.a., 5.9.1.a., 5.9.3.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Categorizing, PE p. 1093 ❑ Critical Thinking Transparency:

❑ More About Fast Food and Popular Culture, CT72, Chapter 36 Visual Summary

The Nobel Prize, TE p. 1096; Television and the ❑ World Art and Cultures Transparency:Preservation of Culture, TE p. 1097 AT80, Technology

RETEACH


REVIEW AND ENRICH






Global Impact

❑ Rock ‘n’ Roll, PE p. 1094


❑ World Art and Cultures Transparency:AT80, Technology

ASSESS

Content Assessment










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World History 293

Tennessee Social Studies Curriculum Standards: Process Standards and World History High School Standards

PROCESS STANDARDS

To be used with ALL grades

Acquiring Information: Acquiring Information involves locating, gathering, observing, comprehending, organizing, and processing information from a variety of primary and secondary sources. These sources include printed materials, maps, graphic representations, and artifacts, physical and human environmental elements, media and technology sources.

“Acquiring Information” emphasizes the learners’ use of a broad base of strategies to:

Process StandardsP1. Read to gain literal meaningP2. Use chapter and section headings, and topic sentences to select main ideasP3. Detect cause and effect relationships

P4. Distinguish between fact and opinion to recognize propagandaP5. Recognize author biasP6. Use picture clues and picture captions to aid comprehensionP7. Read from a variety of sourcesP8. Use maps, graphs, globes, media and technology sourcesP9. Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies.

Analysis of Data and Problem Solving: Problem solving involves the comprehension, analysis, and interpretations of data leading to the development of a solution or conclusion. Students will develop problem-solving skills through comprehension, analysis, interpretations, synthesis, summary, and evaluation.

“Problem Solving and Analysis of Data” emphasizes the learners’ use of a broad base of strategies to:

Process StandardsP10. Identify relevant factual materialP11. Classify information by source, chronology, and importanceP12. Critically examine data from a variety of sourcesP13. Detect bias in data presented in a variety of formsP14. Compare and contrast dataP15. Note cause/effect relationship and draw inferences from a variety of dataP16. Predict likely outcomes and recognize cases in which more than one interpretation of data is validP17. Reinterpret data to develop alternative outcomes and their likely effects on subsequent events/issuesP18. Use available data to devise new situation and outcomesP19. Demonstrate an understanding of the data through written, visual, or oral methodsP20. Extract signifi cant ideas from supporting detailsP21. Combine critical concepts in a statement of conclusion based on informationP22. Determine whether information is pertinent to the topicP23. Test the validity of the information using such criteria as source, objectivity, technical correctness, and currency

continued on next page

TN_WH_LPPG_293-304.indd 293TN_WH_LPPG_293-304.indd 293 4/27/07 10:54:34 AM4/27/07 10:54:34 AM

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294 TENNESSE SOCIAL STUDIES CURRICULUM STANDARDS

Tennesse Social Studies Curriculum Standards (continued)

Communication: Communication is the conveyance of ideas, value judgments, beliefs, and emotions through individual expression, group dialogue, cultural communities, and global networks by oral, written, symbolic, visual, and technological means.

“Communication” emphasizes the learners’ use of a broad base of strategies to:

Process StandardsP24. Transmit ideas through speechesP25. Demonstrate confl icting ideas through debateP26. Summarize judgments through essaysP27. Demonstrate ideas through dramatizationsP28. Transmit ideas through discussionsP29. Demonstrate emotions through the creation of visualsP30. Demonstrate beliefs through multimedia projectsP31. Recognize beliefs through simulation and role play

Historical Awareness: Historical Awareness, integral to all of the Social Studies disciplines, includes an understanding of chronological placement, historical trends, and historical decision-making. Students will be able to comprehend the signifi cance of historical data using a variety of analytical skills. Such understanding enables students to prioritize events, identify bias, recognize perspectives, interpret trends, and predict outcomes.

“Historical Awareness” emphasizes the learners’ use of a broad base of strategies to:

Process StandardsP32. Read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sourcesP33. Prepare and analyze maps, charts, and graphsP34. Construct and analyze timelinesP35. Utilize community resources such as fi eld trips, guest speakers, and museumsP36. Incorporate the use of technological resourcesP37. Utilize primary and secondary source material such as biographies and autobiographies; novels; speeches and letters; and poetry, songs, and artwork



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World History 295


WORLD HISTORY HIGH SCHOOL

Standards, Learning Expectations, and Performance Indicators

Course Description: In World History High School, students study the history of humankind with a more concentrated focus from the Renaissance to present day. The six social studies standards of essential content knowledge and four process skills are integrated for instructional purposes. Students will utilize different methods that historians use to interpret the past, including points of view and historical context.Standard Number: 1.0 Culture

Standard: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

Learning Expectations:

The student will1.1 understand the multi-cultural components to world culture.1.2 understand the development and migration of art, architecture, language, religion, music and theater.1.3 understand the ways in which individuals and groups contributed to changes in social conditions.1.4 examine how various individuals and groups use methods to diminish cultural elements and eradicate entire

groups

Performance Indicators:

Performance Indicators 1.1 understand the multi-cultural components to world culture.At Level 1, the student is able to

1.1.1.a. Recognize various cultural groups such as Western, Asian, African, Middle Eastern and indigenous.At Level 2, the student is able to

1.1.2.a. Compare and contrast diverse world cultures in order to identify, comprehend, and appreciate the contributions of various cultural groups.At Level 3, the student is able to

1.1.3.a. Evaluate the idea that cultures both enhance and impede individuals and groups in societal and global interactions.1.2 understand the development and migration of art, architecture, language, religion, music and theater.At Level 1, the student is able to

1.2.1.a. List several major cultural works from each of the world cultural groups.At Level 2, the student is able to

1.2.2.a. Explain the connection between artistic and or religious expression, language usage and cultural development.At Level 3, the student is able to

1.2.3.a. Study original works, which refl ect a historical understanding of diverse cultures.1.3 understand the ways in which individuals and groups contributed to changes in social conditions.At Level 1, the student is able to

1.3.1.a. List examples of changes in social conditions such as education, morality, living conditions, working conditions, and gender roles.At Level 2, the student is able to

1.3.2.a. Analyze the effects of changes in social conditions on economic, social, political and cultural aspects of societies.



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Performance Indicators At Level 3, the student is able to

1.3.3.a. Identify a current social issue and create a plan for reform.1.4 examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.At Level 1, the student is able to

1.4.1.a. Identify specifi c examples of genocide such as the Holocaust.At Level 2, the student is able to

1.4.2.a. Examine major methods used by the Nazis against the Jews during the Holocaust, including the use of propaganda, offi cial sanction, expropriation of property, persecution, and genocide.At Level 3, the student is able to

1.4.3.a. Evaluate the methods of ethnic cleansing used in the contemporary settings of the former Yugoslavia and Rwanda.

Standard Number: 2.0 Economics

Standard: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.


The student will2.1 understand the major economic systems that developed globally.2.2 recognize the importance of technologies for economic development.2.3 understand the impact of the Industrial Revolution on the global economy.2.4 understand the rapid change of the global economy after the Industrial Revolution in the 20th century.2.5 understand the contribution of individuals to the economy systems of the world.


Performance Indicators 2.1 understand the major economic systems that developed globally.At Level 1, the student is able to

2.1.1.a. Describe the basic components of economic systems such as monetary systems and methods of value determinations.At Level 2, the student is able to

2.1.2.a. Explain the origins and development of major economic systems.At Level 3, the student is able to

2.1.3.a. Test and critique various economic systems through simulations.2.2 recognize the importance of technologies for economic development.At Level 1, the student is able to

2.2.1.a. Defi ne technology and list examples of technological developments.At Level 2, the student is able to

2.2.2.a. Analyze how various technological developments impact economic systems.At Level 3, the student is able to

2.2.3.a. Rank the importance and impact of various technological developments.2.3 understand the impact of the Industrial Revolution on the global economy.At Level 1, the student is able to

2.3.1.a. Identify the economic and production components of the Industrial Revolution.


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World History 297



2.3.2.a. Analyze the change from individual production to mass production and examine factors that led to the spread of industrialization throughout the world’s economies.At Level 3, the student is able to

2.3.3.a. Determine and weigh the factors that contributed most to the development of the global industrial economy.2.4 understand the rapid change of the global economy after the Industrial Revolution in the 20th century.At Level 1, the student is able to

2.4.1.a. Identify the basic components of an industrialized economy such as energy sources, resource use, production methods, and distribution methods.At Level 2, the student is able to

2.4.2.a. Explain the rapid industrialization of the global economy by synthesizing the factors leading to and components of an industrialized economy.At Level 3, the student is able to

2.4.3.a. Determine the effect that the industrialized economy has had on historical events in the 20th century.2.5 understand the contribution of individuals to the economy systems of the world.At Level 1, the student is able to

2.5.1.a. Identify several systems of labor and production such as slavery, indentured servants, pre-industrial crafts, and mass production.At Level 2, the student is able to

2.5.2.a. Examine the conditions under which individuals worked in the various labor systems.At Level 3, the student is able to

2.5.3.a. Evaluate the impact of various labor organizations on working conditions.


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Standard Number: 3.0 Geography

Standard: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.


The student will3.1 understand the importance of physical geographic features on world historic events.3.2 understand human geographic interactions and their impact on world historic events.3.3 understand the importance of population growth and distribution on world historic events.


Performance Indicators 3.1 understand the importance of physical geographic features on world historic events.At Level 1, the student is able to

3.1.1.a. Recognize and name major physical geographic features.At Level 2, the student is able to

3.1.2.a. Examine the ways in which physical geographic features infl uence interaction of individuals and civilizations.At Level 3, the student is able to

3.1.3.a. Assess the relative importance of physical geographic features on world historic and current events.3.2 understand human geographic interactions and their impact on world historic events.At Level 1, the student is able to

3.2.1.a. Recall examples of exploration, conquest, urbanization, migration environmental impacts and cultural adaptations.At Level 2, the student is able to

3.2.2.a. Analyze factors related to human geographic interaction including patterns of exploration, conquest, urbanization, migration, environmental impacts, and cultural adaptations.At Level 3, the student is able to

3.2.3.a. Determine which factors have been most signifi cant in the development of the modern world.3.3 understand the importance of population growth and distribution on world historic events.At Level 1, the student is able to

3.3.1.a. Describe the development of populations by recognizing the impact of physical geographic features and natural occurrences.At Level 2, the student is able to

3.3.2.a. Examine the impact of natural disasters, plagues, and diseases on world historic events.At Level 3, the student is able to

3.3.3.a. Assess immediate and long-term consequences of natural disasters, plagues, and disease on population growth and distribution.


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World History 299


Standard Number: 4.0 Governance and Civics

Standard: Governance establishes structures of power and authority in order to provide order and stability. Civic effi cacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.


The student will4.1 understand the development of major systems of world governance.4.2 understand how individuals are affected differently by varied forms of governance.4.3 understand the development of nation-state governments.4.4 understand the emergence of world governmental organizations.


Performance Indicators 4.1 understand the development of major systems of world governance.At Level 1, the student is able to

4.1.1.a. Distinguish between various governance and legal systems such as democracy, dictatorial fascism, feudalism, manorialism, monarchy, theocracy, totalitarian, and tribal systems.At Level 2, the student is able to

4.1.2.a. Analyze the origins and evolution of these major systems of world governance including an understanding of the philosophical tenets which infl uence political thought such as ancient Greece, Early Rome, Enlightenment, and the 19th and 20th century political philosophers.At Level 3, the student is able to

4.1.3.a. Rate the implementation and relative success of governance systems.4.2 understand how individuals are affected differently by varied forms of governance.At Level 1, the student is able to

4.2.1.a. Recognize the role of individuals in governance.At Level 2, the student is able to

4.2.2.a. Compare and contrast roles of individuals in different forms of governance.At Level 3, the student is able to

4.2.3.a. Assess how the role of individuals changed throughout history in different societies.4.3 understand the development of nation-state governments.At Level 1, the student is able to

4.3.1.a. Defi ne the term nation state and recall examples of nation-state governments.At Level 2, the student is able to

4.3.2.a. Examine the origins and evolution of nation-states.At Level 3, the student is able to

4.3.3.a. Assess the validity of the factors that led to creation of nation-states.4.4 understand the emergence of world governmental organizations.At Level 1, the student is able to

4.4.1.a. Identify major world governmental organizations such as NATO, United Nations, European Union, and OPEC.At Level 2, the student is able to

4.4.2.a. Analyze the origins, development and successes of varied world governmental organizations.At Level 3, the student is able to

4.4.3.a. Formulate resolutions to world issues and present them in a mock international governmental organization.


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Standard Number: 5.0 History

Standard: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.


The student will5.1 understand the chronological fl ow of historical eras and events in World History.5.2 understand the processes that gave rise to the earliest human civilizations.5.3 understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and

their continuing impact on the modern world.5.4 understand the history and impact of world religions.5.5 understand the evolution of modern and western civilizations from 1000 CE to the present.5.6 understand the importance of the various economic systems in place during the 19th and 20th century.5.7 understand the impact of various global confl icts throughout history.5.8 understand the continuing impact of historical events on the modern world.5.9 understand the impact of developing technology on the world.5.10 understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across

various historical eras.5.11 understand the importance of major trends and movements in world history.5.12 understand the origin, evolution, decline, and impact of empire building and imperialism.


Performance Indicators 5.1 understand the chronological fl ow of historical eras and events in World History.Describe the major historical eras and major events associated with those eras from the beginnings of civilization through the modern world. These include

5.1.1.a. The Beginnings of Human Society (prehistory-4000 BCE)5.1.1.b. Early Civilizations and Pastoral Societies (4000 BCE-1000 BCE)5.1.1.c. Mediterranean and Southwest Asian Civilizations (1000 BCE-399CE)5.1.1.d. Cultural Exchange and Encounters (300-1500CE)5.1.1.e. First Global Age (1450-1770 CE)5.1.1.f. Age of Revolution (1750-1914)5.1.1.g. Increasing Global Interaction (1900-present)5.2 understand the processes that gave rise to the earliest human civilizations.At Level 1, the student is able to

5.2.1.a. Describe the interaction between early human groups, the environmental and survival methods that led to the formation of civilizations. Minimal understanding would include Mesopotamia, Egypt, China, and the Indus Valley.At Level 2, the student is able to

5.2.2.a. Compare the development of several different early human civilizations including agrarian, hunter-gather, nomadic, warrior and pastoral.At Level 3, the student is able to

5.2.3.a. Develop an “imaginary” civilization consistent with early human civilizations, given a set of environmental conditions. This would include an understanding of social, religious, and economic factors.5.3 understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.At Level 1, the student is able to

5.3.1.a. Identify and label key traits of the various civilizations.


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World History 301



5.3.2.a. Compare and contrast the world civilizations by examining similarities and differences.At Level 3, the student is able to

5.3.3.a. Weigh the relative impact of world civilizations upon the modern world.5.4 understand the history and impact of world religions.At Level 1, the student is able to

5.4.1.a. List the major religious groups and describe their basic philosophies. Minimal understanding should include Buddhism, Christianity, Hinduism, Islam and Judaism.At Level 2, the student is able to

5.4.2.a. Differentiate between the major world religions and their philosophies.At Level 3, the student is able to

5.4.3.a. Consider major world religions, research their historical development and analyze their philosophical development over time.5.5 understand the evolution of modern and western civilizations from 1000 CE to the present.At Level 1, the student is able to

5.5.1.a. Recognize factors that lead to the development of modern civilizations. Minimal understanding should include historical events, economic processes, cultural interactions, military systems and governmental structures.At Level 2, the student is able to

5.5.2.a. Illustrate how various factors infl uenced the development of modern civilizations.At Level 3, the student is able to

5.5.3.a. Predict the future development of modern civilizations based on an interpretation of historic factors.5.6 understand the importance of the various economic systems in place during the 19th and 20th century.At Level 1, the student is able to

5.6.1.a. List key features of economic systems. Minimal understanding should include varied monetary systems and methods of value determination.At Level 2, the student is able to

5.6.2.a. Evaluate the impact that economic systems have on historical events. Minimal understanding should include the infl uence of Socialism, Communism, Capitalism, and an understanding of the economic theorists that led to the development of each.At Level 3, the student is able to

5.6.3.a. Interpret the relative success of economic systems and explain their impact on the interactions of civilizations.5.7 understand the impact of various global confl icts throughout history.At Level 1, the student is able to

5.7.1.a. Recognize confl ict and list several global wars, revolutions, ethnic confl icts, religious confl icts, genocide, or diplomatic exchanges.At Level 2, the student is able to

5.7.2.a. Identify and classify the components of confl icts into causes, courses, and consequences.At Level 3, the student is able to

5.7.3.a. Appraise the value of confl ict by comparing the costs and benefi ts of global war, ethnic confl icts, genocide, and diplomatic exchanges.5.8 understand the continuing impact of historical events on the modern world.At Level 1, the student is able to

5.8.1.a. Describe signifi cant historical events that occurred during each of the historical eras.At Level 2, the student is able to

5.8.2.a. Calculate the impact of historical events on the modern world.


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Tennesse Social Studies Curriculum Standards (continued)Performance Indicators At Level 3, the student is able to

5.8.3.a. Evaluate the idea that the modern world is caused by and dependent on the interactions between individuals and historic events.5.9 understand the impact of developing technology on the world.At Level 1, the student is able to

5.9.1.a. List inventions, innovations, and other technological developments and incorporate the idea of change in the realms of communications, transportation, production and lifestyle.At Level 2, the student is able to

5.9.2.a. Illustrate the ways in which technological advancements infl uenced world events.At Level 3, the student is able to

5.9.3.a. Rate the relative importance of various technological advancements.5.10 understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.At Level 1, the student is able to

5.10.1.a. Identify methods of historical research and dissemination. Minimal understanding illustrate the ways in which technological advancements affect world events.5.10.1.b. Identify methods of historical research and dissemination. Minimal understanding should include archaeology, anthropology, and oral histories, primary and secondary sources.At Level 2, the student is able to

5.10.2.a. Examine the methods by which historical information and ideas are recorded and transmitted in order to analyze data from various collections and research methods. Minimal understanding should include ancient libraries, monastic preservation, museums, personal collections, modern libraries and the Internet.5.10.2.b. Utilize the various historical research techniques to develop an original historical analysis.5.10.2.c. Recognize the roles, treatments and contributions of women.At Level 3, the student is able to

5.10.3.a. Analyze the evolution of the political, economic, and social status of women.5.10.3.b. Compare and contrast the status of women in varied world societies by examining the lives of individuals or homogeneous groups.5.10.3.c. Rate the relative importance of various technological advancements.5.11 understand the importance of major trends and movements in world history.At Level 1, the student is able to

5.11.1.a. Identify trends and movements such as the Renaissance, Reformation, Scientifi c Revolution, Industrial Revolution, Enlightenment, and Age of Political Revolution, Commercial Revolution, Communication Revolution and Transportation Revolution.At Level 2, the student is able to

5.11.2.a. Examine the causes and effect of these major trends and movements.At Level 3, the student is able to

5.11.3.a. Assess the impact of one movement using the case study method to determine its impact on the 21st century.5.12 understand the origin, evolution, decline, and impact of empire building and imperialism.At Level 1, the student is able to

5.12.1.a. List examples of countries that engage in the process of empire building.At Level 2, the student is able to

5.12.2.a. Compare and contrast the origin, evolution, decline, and impact of empire building in different regions such as the concept of Imperialism and the Roman, Ottoman, Persian, African and English empires, Chinese dynasties, and ancient Greece.At Level 3, the student is able to

5.12.3.a. Assess the legacy of empire building and imperialism in order to predict its impact on modern society.


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World History 303


Standard Number: 6.0 Individuals, Groups, and Interactions

Standard: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identifi cation, and analysis of how individuals and groups work independently and cooperatively.


The student will6.1 understand the impact of one’s culture on identity, lifestyle, and socioeconomic status.6.2 recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and

indigenous cultures.6.3 understand the extent to which individuals, groups and institutions interact to produce continuity and change

throughout world history.


Performance Indicators 6.1 understand the impact of one’s culture on identity, lifestyle, and socioeconomic status.At Level 1, the student is able to

6.1.1.a. Assess the impact of culture on the individual.6.1.1.b. Measure the exchange between an individual’s identity and cultural groups.At Level 2, the student is able to

6.1.2.a. Recognize the impacts of bias, conformity, and stereotyping.6.1.2.b. Defi ne and give examples of bias, conformity, and stereotyping.At Level 3, the student is able to

6.1.3.a. Detect and explain the existence of bias and stereotyping in historical context such as social class, case systems, ethnic identifi cations, gender roles, and religious persecutions.6.1.3.b. Evaluate the social pressures within a culture that create bias, conformity, and stereotyping.6.2 recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.At Level 1, the student is able to

6.2.1.a. Identify individuals, groups and institutions that have infl uenced world history through political economic, social and cultural contributions.At Level 2, the student is able to

6.2.2.a. Examine the ways individuals, groups and institutions interact by classifying actions and policies that promote continuity and/or change.At Level 3, the student is able to

6.2.3.a. Judge the relative impact of various individuals, groups, and institutions on world events.6.3 understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.At Level 1, the student is able to

6.3.1.a. Recall examples of two groups’ interaction such as economic, political, social and cultural exchanges.At Level 2, the student is able to

6.3.2.a. Detect factors that cause individuals to establish contact and trade with other groups.At Level 3, the student is able to

6.3.3.a. Create graphic representations or models of signifi cant contact or trading patterns.


32 Lesson Plan Europe and Japan in Ruins - McDougal · PDF fileEurope and Japan in ruins....

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Transcript of 32 Lesson Plan Europe and Japan in Ruins - McDougal · PDF fileEurope and Japan in ruins....